یادگیری در سازمان های صنعتی - مطالعه بازخورد چند منبعی

This paper is a result of one year research in a two industrial facility in West of Romania. The main objective was to regarding the management skills and soft skills of the management personnel. We choose to operate with a 360° paradigm of interest and involvement, vertically up and down, as well as horizontally across, the organizational compass. The Training Diagnostic strategy relies on the following methodological design of the program: Due to the fact that any organizational analysis relies on the sincere and competent participation of the co-workers, any relevant analysis has to insure that the acquired information is valid, relevant and accurate. In this regard, our program uses 2 different types of methods & tools: Assessment tools (direct methodology): like the 360° Analysis and the Focus Groups, for the direct acquisition of relevant information in respect to the program objectives. Redundancy tools (indirect methodology): like the Indirect Data Collection and the Semi-Structured Interviews, for the validation of the acquired information and the accuracy assessment of the direct methodology. The results of the program will be described in 2 separate sections: Quantitative outputs: measured results of the 360 Degree Analysis, represented separately for each analyzed department. Qualitative outputs: the results of the qualitative methods, as well as the accuracy ranking of the quantitative outcomes.

This paper is a result of one year research in an industrial facility in West of Romania. The main objective was to assess training needs regarding the management skills and soft skills of the management personnel. We choose to operate with a 360° paradigm of interest and involvement, vertically up and down, as well as horizontally across, the organizational compass Sources of learning in industrial organizations are mixed and matched depending upon the objectives of the initiative. At times, organizations use single sources of learning as the mechanism for leadership development. In reality, a combination of sources of learning likely yield the best results (McCauley, et al, 1998). Examples of sources of learning include: job rotation, job enlargement, job enrichment, developmental assignments, games, simulations, e-learning, 360-degree feedback, assessment centres, instruments, feedback-intensive programs,equine leadership development, fellowships, service learning, sabbaticals, hardships, personal development plans, action learning, coaching, outdoor education, classroom-based education and developmental relationships (Allen, Hartman, 2008). Multisource or 360-degree feedback is an increasingly popular process by which managers receive various ratings from a variety of sources. These sources include managers, peers (co-workers), direct reports, and sometimes, even customers (thus the term 360 degrees). Information gathered from this technique can be used for both developmental (helping to identify strengths and performance gaps) and administrative (training evaluation, performance appraisal, promotion, etc.) purposes. The past decade has seen a tremendous increase in the use of this approach for a variety of reasons. One is that the jobs of today are increasingly complex, and the traditional method of having a supervisor rate a direct report's performance falls well short in giving adequate amounts of quality information in order to improve performance. Another reason is that the trend towards empowerment and downsizing has shifted the burden for personal development to the employee (Tornow and London, 1998). Typically, organizations fall short of providing managers with a clear, long-term career path. This forces individual manager to assess their own strengths and weaknesses through perceptions based on little or no objective feedback. There are many different methods, surveys, and implementation techniques used in multisource programs (Bracken et al, 2001). We first provide the conceptual background for 360 programs in general and then describe the development and implementation of our proposed program for evaluating training needs for personal from an industrial facility

This paper is the first step in the construction of a training program for the indirect staff. In this regard, this study provides a clear perspective upon the specific needs of each department. Nevertheless, we recommended to the organization the following steps in order to insure a measurable and sustainable impact of such a program: The content of this report should be discussed and analyzed together with the department managers, in order to integrate their feedback and their perspective upon this information. A participative approach will insure that each person from the target group will have the opportunity to actively participate to a training package adapted to the needs of the department, as well as the needs of the individual. Participation should be voluntary, in order to maximize commitment and involvement of the participants. Although different departments have identified the need for similar type of training (for example presentation skills), the level of proficiency needed can be of significant difference. The training program should insure also the scalability of the difficulty level, in order to be useful to the entire target group.