Wikipedia

Horarwa da cin gaba

Horarwa da ci gaba sun haɗa da inganta tasirin kungiyoyi da mutane da ƙungiyoyi a cikinsu.[1] Ana iya kallon horo a matsayin wanda ke da alaƙa da canje-canje na gaggawa a cikin tasiri ta hanyar umarni mai tsari, yayin da ci gaba ke da alaƙar ci gaban burin ƙungiyoyi da ma'aikata na dogon lokaci. Duk da yake horo da ci gaba suna da ma'anoni daban-daban, ana amfani da kalmomin sau da yawa. Horarwa da ci gaba a tarihi sun kasance batutuwa a cikin ilimin manya da ilimin halayyar mutum, amma a cikin shekaru ashirin da suka gabata sun kasance suna da alaƙa da kula da albarkatun ɗan adam, Gudanar da baiwa, ci gaban albarkatun bil'adama, ƙirar koyarwa, Abubuwan ɗan adam, da gudanar da ilimi.[1]

training and development
Bayanai
Ƙaramin ɓangare na aiki, adult education (en) Fassara da organizational development (en) Fassara
Bangare na Albarkatun dan'adam
Gudanarwan training and staff development professionals (en) Fassara

Horar da ƙwarewa ya ɗauki nau'ikan ƙungiyoyi daban-daban a duk faɗin tattalin arzikin masana'antu. Jamus tana da tsarin Horar da sana'a mai zurfi, yayin da Amurka da Ingila ana ɗaukar su da marasa ƙarfi.[2]

Tarihi

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Abubuwan horo da ci gaba an haɗa su da wayewar zamani a duniya.[3] Labaran da suka shafi horo na farko sun bayyana a cikin mujallu da aka tallata ga bayi a Antebellum ta Kudu kuma Booker T. Washington ya tattauna hanyoyin horo da falsafanci sosai. [4] Rubutun ilimi na farko da ke da alaƙa da horo ya haɗa da labarin 1918 a cikin Journal of Applied Psychology, wanda ya bincika tsarin karatun digiri na farko da aka tsara don masu amfani da halayyar dan adam.[5]

A cikin shekarun 1960 da 70, filin ya fara bunkasa ka'idoji da gudanar da bincike na ka'idojin tun lokacin da aka samo asali ne a cikin bincike na gwaji da kuskure, [5] kuma an haɓaka sabbin hanyoyin horo, kamar amfani da kwamfutoci, talabijin, nazarin shari'a, da rawar da ake takawa.[6] Har ila yau, iyakar horo da ci gaba sun fadada don haɗawa da horar da al'adu, mai da hankali kan ci gaban kowane ma'aikaci, da kuma amfani da sabbin wallafe-wallafen ci gaban kungiyar don tsara shirye-shiryen horo.[6]

Shekaru na 1980 sun mayar da hankali kan yadda ma'aikata suka karɓa da aiwatar da shirye-shiryen horo, kuma sun karfafa tattara bayanai don dalilai na kimantawa, musamman shirye-shirye na horo na gudanarwa.[7] Ci gaban horo da ci gaba ya zama sananne a cikin 90s, tare da ma'aikata da yawa suna rinjayar ra'ayin ilmantarwa na rayuwa.[8] A cikin wannan shekaru goma ne aka fara gudanar da bincike wanda ya nuna tasirin da muhimmancin inganta horo da al'adun ci gaba.[8]

Karni na 21 ya kawo ƙarin bincike a cikin batutuwa kamar horar da ƙungiya, kamar horarwar giciye, wanda ke jaddada horo a cikin alhakin abokan aiki.[9]

Ayyukan horo da hanyoyin

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Horarwa da ci gaba sun ƙunshi manyan ayyuka guda uku: horo, ilimi, da ci gaba.[10][11] Ana iya amfani da matakai daban-daban da nau'ikan ci gaba dangane da matsayin ma'aikata a cikin ƙungiya.

"Masu shiga tsakani" a cikin horo da ci gaba an rarraba su cikin aji da yawa. Masu tallafawa horo da ci gaba sune manyan manajoji, kuma manajojin layi suna da alhakin horarwa, albarkatu, da aiki. Abokan ciniki na horo da ci gaba sune masu tsara kasuwanci, yayin da mahalarta su ne waɗanda ke fuskantar matakai. Masu ba da gudummawa sune ma'aikatan kula da albarkatun ɗan adam kuma masu ba da gudana ƙwararru ne a fagen. Kowane ɗayan waɗannan ƙungiyoyi yana da nasa ajanda da kuma motsawa, wanda wani lokacin yakan saɓa da wasu.[12]

Tun daga shekarun 2000, horo ya zama mai mayar da hankali ga mai horarwa, wanda ke ba wa waɗanda ake horar da su damar samun sassauci da damar ilmantarwa.[13] Wadannan dabarun ilmantarwa masu aiki sun haɗa da ilmantarwa na bincike / ganowa, [13] horo na sarrafa kuskure, [14] shiryar da bincike, [15] da horar da gwaninta.[16] Ayyuka na al'ada a fagen sun haɗa da ci gaban zartarwa da kulawa / gudanarwa, sabon tsarin ma'aikaci, horar da ƙwarewar ƙwarewa, horarwar fasaha / aiki, horar na sabis na abokin ciniki, horarwa da tallace-tallace, da horar da lafiya da aminci. Horarwa tana da mahimmanci musamman a cikin ƙungiyoyi masu aminci, waɗanda suka dogara da ƙa'idodin tsaro masu ƙarfi don hana lalacewar bala'i ga ma'aikata, kayan aiki, ko muhalli (misali tashoshin wutar lantarki na nukiliya da ɗakunan aiki). [17]

Ana amfani da tsarin ƙirar tsarin koyarwa (sau da yawa ana kiransa samfurin ADDIE) don tsara shirye-shiryen ilmantarwa kuma ana amfani da shi don ƙirar koyarwa, ko tsarin tsarawa, haɓaka, da isar da abubuwan ilmantarwa. Akwai matakai 5 a cikin samfurin ADDIE: [18]

  1. Binciken buƙatu: gano matsalar. Binciken bukatun horo, ƙaddamar da masu sauraro, gano bukatun masu ruwa da tsaki da albarkatun da ake buƙata
  2. Tsarin shirin: taswirar shigar da ilmantarwa / aiwatar da tsarin da hanyoyin kimantawa
  3. Ci gaban shirin: hanyar isar da shi, samar da sakamakon ilmantarwa, kimantawa mai inganci na sakamakon ilmantarw, ci gaban dabarun sadarwa, fasahar da ake buƙata, da kimantawa da kayan aikin kimantawa
  4. Gudanar da horo da aiwatarwa: shiga cikin shirye-shiryen gefe, bayar da horo, shiga cikin ilmantarwa, da kimantawa na kasuwanci
  5. Binciken horo: kimantawa na yau da kullun, gami da kimantawa da ilmantarwa da abubuwan da za a iya ingantawa

Akwai hanyoyi daban-daban na horo a yau, gami da hanyoyin aiki da na waje.  [ana buƙatar hujja]Sauran hanyoyin horo na iya haɗawa da:

  • Horar da koyon aiki: horar da ma'aikaci da ke shiga sana'o'i masu ƙwarewa ana ba shi cikakken umarni da gogewa a ciki da waje da aiki a fannoni masu amfani da ka'idojin aikin
  • Shirye-shiryen hadin gwiwa da shirye-shiryen horarwa: shirye-shirye na horo waɗanda suka haɗu da ƙwarewar aiki tare da ilimi na yau da kullun, kuma galibi ana bayar da su a kwalejoji da jami'o'i
  • Koyarwar aji: ana gabatar da bayanai a cikin laccoci, zanga-zangar, fina-finai, da bidiyo ko ta hanyar umarnin kwamfuta [19]
  • Koyon kai tsaye: mutane suna aiki a nasu saurin yayin koyarwar da aka tsara, wanda zai iya haɗawa da littattafai, littattafai, ko kwamfutoci waɗanda ke rushe abubuwan da ke cikin batun a cikin jerin abubuwan da aka tsara sosai waɗanda ke buƙatar amsawa ta ci gaba a ɓangaren mai horarwa. Sau da yawa ya haɗa da amfani da kwamfuta da / ko albarkatun kan layi.
  • Audiovisual: hanyoyin da aka yi amfani da su don koyar da ƙwarewa da hanyoyin da ake buƙata don ayyuka da yawa ta hanyar audiovisual [20]
  • Simulation: amfani lokacin da ba shi da amfani ko aminci don horar da mutane a kan ainihin kayan aiki ko a cikin ainihin yanayin aiki [20]

Akwai muhimmancin horo yayin da yake shirya ma'aikata don nauyin aiki mafi girma, yana nuna ma'aikata cewa suna da daraja, yana inganta tsarin IT da kwamfuta, da kuma gwada ingancin sabon tsarin gudanar da aiki. Koyaya, wasu [waɗanda?] sun yi imanin cewa horo yana ɓata lokaci da kuɗi saboda, a wasu lokuta, ainihin rayuwar rayuwa na iya zama mafi kyau fiye da ilimi, kuma ƙungiyoyi suna so su kashe ƙasa, ba fiye ba.[21] 

manazarta

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  1. ↑ 1.0 1.1 Aguinis, Herman; Kraiger, Kurt (January 2009). "Benefits of Training and Development for Individuals and Teams, Organizations, and Society". Annual Review of Psychology. 60 (1): 451–474. doi:10.1146/annurev.psych.60.110707.163505. ISSN 0066-4308. PMID 18976113. S2CID 45609735.
  2. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named :8
  3. ↑ Alagaraja, Meera; Dooley, Larry M. (March 2003). "Origins and Historical Influences on Human Resource Development: A Global Perspective". Human Resource Development Review (in Turanci). 2 (1): 82–96. doi:10.1177/1534484303251170. ISSN 1534-4843. S2CID 143353567.
  4. ↑ Phillips, Lisa (2013-03-08). "David R. Roediger and Esch Elizabeth. The Production of Difference. Race and the Management of Labor in US History. Oxford University Press, Oxford [etc.]2012. x, 286 pp. Ill. £22.50". International Review of Social History. 58 (1): 129–131. doi:10.1017/s0020859013000059. ISSN 0020-8590. S2CID 144977591.
  5. ↑ 5.0 5.1 Bell, Bradford S.; Tannenbaum, Scott I.; Ford, J. Kevin; Noe, Raymond A.; Kraiger, Kurt (2017). "100 years of training and development research: What we know and where we should go". Journal of Applied Psychology. 102 (3): 305–323. doi:10.1037/apl0000142. ISSN 1939-1854. PMID 28125262. S2CID 26505012. |hdl-access= requires |hdl= (help) Cite error: Invalid <ref> tag; name ":0" defined multiple times with different content
  6. ↑ 6.0 6.1 Campbell, J P (January 1971). "Personnel Training and Development". Annual Review of Psychology. 22 (1): 565–602. doi:10.1146/annurev.ps.22.020171.003025. ISSN 0066-4308.
  7. ↑ Burke, Michael J.; Day, Russell R. (1986). "A cumulative study of the effectiveness of managerial training". Journal of Applied Psychology. 71 (2): 232–245. doi:10.1037/0021-9010.71.2.232. ISSN 0021-9010.
  8. ↑ 8.0 8.1 Birdi, Kamal; Allan, Catriona; Warr, Peter (1997). "Correlates and perceived outcomes of 4 types of employee development activity". Journal of Applied Psychology. 82 (6): 845–857. doi:10.1037/0021-9010.82.6.845. ISSN 0021-9010. PMID 9638086.
  9. ↑ Marks, Michelle A.; Sabella, Mark J.; Burke, C. Shawn; Zaccaro, Stephen J. (2002). "The impact of cross-training on team effectiveness". Journal of Applied Psychology. 87 (1): 3–13. doi:10.1037/0021-9010.87.1.3. ISSN 0021-9010. PMID 11916213.
  10. ↑ amp. Missing or empty |title= (help)
  11. ↑ amp. Missing or empty |title= (help)
  12. ↑ amp. Missing or empty |title= (help)
  13. ↑ 13.0 13.1 Bell, Bradford S.; Kozlowski, Steve W. J. (2008). "Active learning: Effects of core training design elements on self-regulatory processes, learning, and adaptability". Journal of Applied Psychology. 93 (2): 296–316. doi:10.1037/0021-9010.93.2.296. ISSN 1939-1854. PMID 18361633. |hdl-access= requires |hdl= (help)
  14. ↑ McDaniel, Mark A.; Schlager, Mark S. (June 1990). "Discovery Learning and Transfer of Problem-Solving Skills". Cognition and Instruction. 7 (2): 129–159. doi:10.1207/s1532690xci0702_3. ISSN 0737-0008.
  15. ↑ Keith, Nina; Frese, Michael (2005). "Self-Regulation in Error Management Training: Emotion Control and Metacognition as Mediators of Performance Effects". Journal of Applied Psychology. 90 (4): 677–691. doi:10.1037/0021-9010.90.4.677. ISSN 1939-1854. PMID 16060786.
  16. ↑ Wood, Robert; Kakebeeke, Bastiaan; Debowski, Shelda; Frese, Michael (April 2000). "The Impact of Enactive Exploration on Intrinsic Motivation, Strategy, and Performance in Electronic Search". Applied Psychology. 49 (2): 263–283. doi:10.1111/1464-0597.00014. ISSN 0269-994X.
  17. ↑ Roberts, Karlene H. (July 1990). "Managing High Reliability Organizations". California Management Review. 32 (4): 101–113. doi:10.2307/41166631. ISSN 0008-1256. JSTOR 41166631. S2CID 154274951.
  18. ↑ "The ADDIE Model for Instructional Design Explained". AIHR Digital (in Turanci). 2020-11-02. Retrieved 2020-11-29.
  19. ↑ Cite error: Invalid <ref> tag; no text was provided for refs named :12
  20. ↑ 20.0 20.1 Cite error: Invalid <ref> tag; no text was provided for refs named :13
  21. ↑ Say, My. "Why Your Employee Training Is A Waste Of Time And Money -- And What To Do About It". Forbes (in Turanci). Retrieved 2020-11-29.
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