人力資源管理專業(yè)外文翻譯---21世紀管理的挑戰(zhàn)

1、<p><b>　　原文二：</b></p><p>　　Management Challenges for the 21st Century</p><p>　　The most important, and indeed the truly unique, contribution of management in the 20th century wa

2、s the fifty-fold increase in the productivity of the 'manual worker' in manufacturing. </p><p>　　The most important contribution management needs to make in the 21st century is similarly to increase

3、the productivity of 'knowledge work' and the 'knowledge worker.' </p><p>　　The most valuable assets of a 20th-century company were its production equipment. </p><p>　　The most va

4、luable asset of a 21st-century institution, whether business or nonbusiness, will be its knowledge workers and their productivity." </p><p>　　What We Know Abaout Known Workers Productivity </p>&

5、lt;p>　　Work on the productivity of the knowledge workers has barely begun. In the terms of actual work on knowledge worker productivity we are.In 2000, roughly where we were in the year 1900, a century ago, in terms o

6、f the productivity of manual worker. But we already know infinitely more about the productivity of the knowledge workers than we did then about that of the manual worker. We even know a good many of the answers. But we a

7、lso know the challenges to which we do not yet know the answers, and o</p><p>　　1. Knowledge worker productivity demands that we ask the question: "What is the task?" </p><p>　　2. It d

8、emands that we impose the responsibility for their productivity on the individual knowledge workers themselves. Knowledge workers have to manage themselves. They have to have authonomy. </p><p>　　3. Continui

9、ng innovation has to be part of the work, the task and the responsibility of knowledge workers. </p><p>　　4. Knowledge work requires continuous learning on the part of the knowledge worker, but equally conti

10、nuous teaching on the part of the knowledge worker. </p><p>　　5. Productivity of the knowledge worker is not-at least not primarily-a matter of the quantity of output. Quality is at least as important. </

11、p><p>　　6. Finally, knowledge worker productivity requires that the knowledge worker is both seen and treated as an "asset" rather than a "cost." It requires that knowledge workers want to w

12、ork for the organization in preference to all other opportunities. </p><p>　　Each of these requirements-except perhaps the last one-is almost the exact opposite of what is needed to increase the productivity

13、 of the manual worker. </p><p>　　In maranual work quality also matters. But lack of quality is a restraint. There has to be a certain minimum quality standard. The achievement of Total Quality Management to

14、manual work, is the ability to cut ( though not entirely to eliminate ) production that falls below this minimum standard.</p><p>　　But in most knowledge work, qualitly is not a minimum and a restraint.</

15、p><p>　　Quality is the essence of the output. In judging the performance of a teacher, we do not ask how many students there can be in his or her class.</p><p>　　We ask how many students learn anyt

16、hing-and that is a quality question. Inappraising the performance of a medical laboratory, the question of how many tests it can run through its machines is quite secondary to the question of how many tests results are v

17、alid and reliable. And this is true even for the work of the file clerk.</p><p>　　Productivity of knowledge work therefore has to aim first at obtaining quality-and not minimum quality but optimum if not max

18、imum quality. Only then can one ask: "What is the volume,the quantity of work ?"</p><p>　　This not only means that we approach the task of making productive the knowledge worker from the quality of

19、 the work rather than quantity. It also means that have to learn to define quality. </p><p>　　What Is The Task? </p><p>　　The first requirement in tackling knowledge worker is to find out what t

20、he task is so as to make it possible to concentrate knowledge worker on the task and to eliminate everything else-at least as far as it can possibly be elminated. But this then requires that knowledge workers themselves

21、defined what the task is or should be. And only knowledge workers themselves can do that. </p><p>　　Work on knowledge-workers productivity therefore begins, whith asking the knowledge-workers themselves:<

22、/p><p>　　What is your task? What should it be? What shoud you be exsepcted to contribute? What hampers you in doing your task and shoud be eliminated?</p><p>　　Knowledge workers themselves almost a

23、lways have thoughe though these questions and can answer them. Still, it then usually takes time and hard work to restructure their job so that they can actually make them the contribution they are already being paid for

24、. But, asking the questions and taking action on the answers usually doubles or triples knowledge-worker productivity, and quite fast.</p><p>　　Once the task has been defined ,the next requirements can be ts

25、ckled-and will be tackled by the knowledge workers themselves. </p><p>　　They are: </p><p>　　1. Knowledge workers′responsibility for their own contribution-the knowledge worker′s decision what h

26、e or she should be held accountable for in terms of quality and quantity, in respect to time and in respect to cost. Knowledge workers have to autonomy, and that entails responsibility. </p><p>　　2. Continuo

27、us innovation has to be built into the knowledge worker′s job. </p><p>　　3. Continuous learning and continuous teaching have to be built into the job.</p><p>　　What is quality? </p><p

28、>　　In some knowledge work and especially in some work requiring a high-level knowledge, we already measure quality. But by and large we have , so far, mainly judgments rather than measures regarding the quality of a g

29、reat deal of knowledge worker. The main trouble is, however, not the difficulty of measuring quality. It is the difficult-and more particularly the sharp disagreements-in defining what the task is and what it should be.

30、</p><p>　　To define quality in knowledge work and to convert the definition into knowledge worker productivity is thus to a large extent of defining the task. It requires the difficult, risk-taking and alway

31、s controversial definition as to what "results" are for a given enterprise and a given activity. We therefore actually know how to do it. Still, the question is a tatally new one of mostorgnizations, and also f

32、or most knowledge workers. And to answer it requires controversy, requires dissent.</p><p>　　The Knowelge Worker as Capital Asset</p><p>　　To be productive, knowledge workers must be considered

33、a capital asset.</p><p>　　Costs need to be controlled and reduced. Assets need to be made to grow.</p><p>　　But, short of the costs of turnover, rehiring or retraining and so on, the manual work

34、er is still being seen as a cost. This is true even in Japan, despite the emphasis on lifetime employment and on building a 〝loyal,〞permanent workfore. And short of the cost of turnover, the management of people at work,

35、 based on millennia of work being almost totally manual work, still assumes that with the exception of a few highly skilled people one manual worker is like any other manual worker.</p><p>　　This is definite

36、ly not true for knowledge work.</p><p>　　Employes who do manual work do not own the means of production.</p><p>　　They may, and often do, have a lot of valuable experience. But that experience i

37、s valuable only at the place where they work. It is not portable.</p><p>　　But knowledge workers own the means of production. It is the knowledge between their ears. And it is a totally portable and enormous

38、 capital asset. Because knowledge workers own their means of production, they can mobile. Manual workers need the job much more than the job needs them. It may still not be ture for all knowledge woekers that the organiz

39、ation needs them more than they need the organization. But for most of them it is a symbiotic relationship in which they need each other in equal me</p><p>　　Managementˊs duty is to preserve the assets of th

40、e institution in its care. What does this mean when the knowledge of the individual knowledge worker becomes an asset and, in more and more cases, the main assets of an institution. What is needed to attract and to hold

41、the highest-producing knowledge workers? What is needed to increase their productivity and to convert their increased productivity into performance capacity for the organization?</p><p>　　How to improve prod

42、uctivity?</p><p>　　Making knowledge workers productive requires changes in basic attitude-whereas making the manual worker more productivity only required telling the worker how to do the job. And making kno

43、wledge workers productivity require changes in attitude, not only on the part of the individual knowledge worker but on the part of the whole organization. It therefore has to be "pilot" – as any major change s

44、hould be.</p><p>　　The first step is to find an area in the organization or a group of knowledge workers who are receptive.</p><p>　　Then, there is a need to work consistently, patiently, and fo

45、r a considerable length of uninterrupted time, in this small area or whit this small group. For the first attemrts, even if greeted whit great enthusiasm, will almost certainly run into all kinds of unexpected problems.

46、It is only after the productivity of this small group knowledge workers has been substantially increased that the new ways of doing the work can be extended to a larger area if not to the entire organization. And by thn&

47、lt;/p><p>　　[美]Drucker,P.F..Management Challenges for the 21st Century.Peter </p><p>　　Drucker·Press，1999.</p><p><b>　　譯文：</b></p><p><b>　　21世紀管理的挑戰(zhàn)

48、</b></p><p>　　20世紀中“管理”的最重要、最獨特的貢獻，就是制造業(yè)里，將體力工作者的生產(chǎn)率提高了50倍之多。</p><p>　　21世紀，“管理”所能做的于此同樣中藥的貢獻，就是必須增加知識工作者和知識工作的生產(chǎn)率。</p><p>　　20世紀，企業(yè)最有價值的資產(chǎn)就是它的生產(chǎn)設(shè)備。</p><p>　　21世紀

49、，最寶貴的資產(chǎn)（不論是商業(yè)或非商業(yè)機構(gòu)），將是它們的知識工作者和知識工作者的生產(chǎn)率。</p><p>　　我們所知道的知識工作者的生產(chǎn)率。</p><p>　　關(guān)于知識工作者生產(chǎn)率的研究才剛剛起步。在研究知識工作者的生產(chǎn)率方面，我們在2000年取得的進度大概只相當于一個世紀以前，即1900年我們在研究體力勞動者的生產(chǎn)率方面所取得的成就。但是，在生產(chǎn)率方面，我們現(xiàn)在對知識工作者的認識比當時對

50、體力勞動者的了解多得多。我們甚至找到了許多答案。但是，我們知道我們還要面對一些挑戰(zhàn)，而且我們至今還未找到應(yīng)付這些挑戰(zhàn)的對策，因此我們需要行動起來。</p><p>　　以下6個主要因素決定了知識工作者的生產(chǎn)率。</p><p>　　1.要提高知識工作者的生產(chǎn)率，我們需要問這樣的問題：“任務(wù)是什么？”</p><p>　　2.要提高知識工作者的生產(chǎn)率，我們要求知識工作

51、者人人有責。知識工作者必須自我管理。他們必須有自主權(quán)。</p><p>　　3.在知識工作者的工作、任務(wù)和責任中必須包括的不斷創(chuàng)新。</p><p>　　4.對于知識工作，知識工作者需要不斷受教育，他們同樣需要不斷指導別人學習。</p><p>　　5.我們不能或至少不能只用產(chǎn)出的數(shù)量來衡量知識工作者的生產(chǎn)率。質(zhì)量至少與數(shù)量同等重要。</p><

52、p>　　6.最后，要提高知識工作者的生產(chǎn)率，組織應(yīng)把知識工作者看做“資產(chǎn)”，而不是“成本”，并給予相應(yīng)的待遇。在面臨所有其他機會時，知識工作者需要有為組織工作的意愿。</p><p>　　所有這些要求中，除了最后一項外，幾乎每項都與提高體力勞動者生產(chǎn)率所需的措施完全相反。</p><p>　　在體力勞動中，質(zhì)量也非常重要。質(zhì)量不高是有缺陷的質(zhì)量。我們必須為體力勞動設(shè)定某種最低的質(zhì)量標

53、準。企業(yè)通過全面質(zhì)量管理，即20世紀的統(tǒng)計學理論在體力勞動中的應(yīng)用，能夠減少（雖然不能完全排除）低于這個最低標準的產(chǎn)品，這就是全面質(zhì)量管理的功勞。</p><p>　　但是在大多數(shù)知識工作中，質(zhì)量不只是最低標準，也不能是有缺陷的質(zhì)量。質(zhì)量是產(chǎn)出的精髓。</p><p>　　在判斷教師的績效時，我們不能問教師教了多少學生。我們應(yīng)該問有多少學生學到了什么知識，這就是關(guān)于質(zhì)量的提問。在評估醫(yī)療實

54、驗室的績效時，我們首先要問有多少試驗結(jié)果是有效和可靠的，其次才能問實驗室使用自己的設(shè)備能做多少試驗。同樣的原則也使用于檔案管理。</p><p>　　因此，在知識工作的生產(chǎn)率方面，我們首要的目的是取得質(zhì)量，即取得最佳的質(zhì)量，在可能的情況下，能取得最高的質(zhì)量最好。然后，我們才能問：“完成了多少工作量？”</p><p>　　這不僅意味著我們研究如何提高知識工作者的生產(chǎn)率的出發(fā)點不是數(shù)量，而是

55、質(zhì)量，而且還表明我們將需要學會明確地了解質(zhì)量的內(nèi)涵。</p><p><b>　　任務(wù)是什么？</b></p><p>　　在處理知識工作時，我們首先需要了解知識工作者的任務(wù)是什么，這樣他們才能將所有精力集中在他們的任務(wù)上，同時放棄所有其他事情——至少盡可能地放棄這些事情。但這需要知識工作者自己確定他們的任務(wù)是什么或應(yīng)該是什么。而且，只有知識工作者自己才能確定他們應(yīng)該

56、干什么。</p><p>　　因此，有關(guān)知識工作者的生產(chǎn)率的研究，我們應(yīng)該首先問知識工作者自己：“你的任務(wù)是什么?你的任務(wù)應(yīng)該是什么?組織希望你應(yīng)該做出什么貢獻?什么事情妨礙你完成你的任務(wù)？你應(yīng)該放棄哪些事情？</p><p>　　知識工作者自己幾乎無一例外地認真思考過這些問題，而且可以回答這些問題。盡管如此，我們通常仍需要花時間努力地重新組織他們工作，這樣他們才可以實際上做出他們本應(yīng)該做

57、的貢獻。但是，在問過這些問題和根據(jù)問題的答案采取相應(yīng)的行動后，知識工作者的生產(chǎn)率通常可以翻一番或兩番，而且增加的速度相當快。</p><p>　　一旦明確了知識工作者的任務(wù)，下一組要求就可以迎刃而解，而且是由知識工作者自己解決的。它們是：</p><p>　　1.知識工作者應(yīng)對自己應(yīng)做的貢獻負有責任。在質(zhì)量、數(shù)量、時間和成本方面，由知識工作者決定他們應(yīng)承擔什么責任。知識工作者需要有自主權(quán)，

58、有了自主權(quán)，他們就應(yīng)當承擔責任。</p><p>　　2.在知識工作者的工作中應(yīng)該包括不斷創(chuàng)新。</p><p>　　3.在知識工作者的工作中還應(yīng)該包括繼續(xù)學習和繼續(xù)指導。</p><p><b>　　質(zhì)量是什么？</b></p><p>　　對于一些知識工作，特別是一些要求利用高級知識的工作，我們已經(jīng)掌握了衡量質(zhì)量的標

59、準。但是，迄今為止，我們大體上主要靠主觀判斷了解許多工作的質(zhì)量，對于這些工作，我們沒有具體的衡量標準。但是，讓我們主要憂慮的不是衡量質(zhì)量的難度，而是明確知識工作者需要做和應(yīng)該做的任務(wù)的難度，在這方面，人們的觀點更加趨于兩極分化。</p><p>　　因此，明確知識工作的質(zhì)量將這種認識轉(zhuǎn)變?yōu)橹R工作者的生產(chǎn)率，在很大程度上屬于對任務(wù)的認識的問題。這就需要明確特定的企業(yè)需要看到、特定的行動會產(chǎn)生什么樣的“結(jié)果”，而這

60、種認識的過程具有一定難度，需要冒風險，而且通常飽受爭議。</p><p>　　視知識工作者為固定資產(chǎn)</p><p>　　要提高知識工作者的生產(chǎn)率，企業(yè)必須像對待固定資產(chǎn)一樣對待知識工作者。</p><p>　　企業(yè)需要控制和降低成本。他們需要努力增加資產(chǎn)。</p><p>　　但是，即使企業(yè)沒有出現(xiàn)工人流動的現(xiàn)象，也不需要重新雇傭或者挽留工

61、人，因此也不會遭受什么損失，體力勞動者仍舊被視為成本。日本就是這種情況，盡管他們強調(diào)終身雇傭制和強調(diào)建立一支“忠于企業(yè)的”、固定不變的勞動力大軍。在沒有工人流動的情況下，企業(yè)在管理多年以來大多從事體力勞動員工時，仍舊認為體力勞動者之間沒有任何差別，只是少數(shù)高級技術(shù)人員除外。</p><p>　　這種觀點無疑不適用于知識工作。</p><p>　　從事體力勞動的員工不掌握生產(chǎn)資料。他們可能擁

62、有許多寶貴的經(jīng)驗，而且通常情況也是如此。但是，這種經(jīng)驗只在他們工作的地方才能體現(xiàn)出應(yīng)有的價值，具有不可移動性。</p><p>　　但是知識工作者掌握生產(chǎn)資料，即在他們大腦中存儲的知識，是完全可以帶走的，而且是巨大的固定資產(chǎn)。由于知識工作者掌握生產(chǎn)資料，因此他們是易于流動的。體力工作者對工作的依賴度大于工作對他們的依賴度。這種情況可能仍舊不適用于知識工作者，組織對他們的需要程度大于他們對組織的需要程度。但是對于大

63、多數(shù)知識工作者和組織而言，他們之間的關(guān)系是相互依存的關(guān)系，是誰也離不開誰的關(guān)系。</p><p>　　管理的責任是管理組織的資產(chǎn)，當知識工作者個人的只是成為組織的資產(chǎn)，而且越來越多的情況下成為組織的主要資產(chǎn)時，這意味著什么呢？為了吸引和留住生產(chǎn)率最高的知識工作者，我們需要做什么呢？為了提高他們的生產(chǎn)率，并將提高的生產(chǎn)率轉(zhuǎn)化為組織的績效和能力，我們還需要做什么呢？</p><p><b

64、>　　如何提高生產(chǎn)率？</b></p><p>　　要提高知識工作者的生產(chǎn)率，我們需要改變我們的基本態(tài)度，而要提高體力勞動者的生產(chǎn)率，我們只需要告訴他們?nèi)绾胃苫?。然而，要提高知識工作者的生產(chǎn)率，不僅需要知識工作者個人改變他們的態(tài)度，而且還要求整個組織改變自己的態(tài)度。因此，我們需要“試點”，對于任何重大的變革，我們都應(yīng)如此。</p><p>　　第一步，了解組織中的哪些部門

65、或者哪些知識工作者愿意改變他們的態(tài)度。然后，他們需要在這個小范圍內(nèi)或通過與這個小組配合耐心地工作，他們要始終堅持新的觀念，而且要堅持相當長一段時間，中途不得中斷。這是因為，即使人們的積極性非常高，但是在第一次嘗試中，他們幾乎肯定會遇到各種各樣意想不到的問題。只有在一小批知識工作者的生產(chǎn)率得到大幅度提升后，他們才能擴大新的工作方式的應(yīng)用領(lǐng)域。到那時候，我們才能發(fā)現(xiàn)主要問題在哪里。我們總是在重壓之下試圖跳過試點階段，這樣做只能將失誤暴露在所

66、有人的眼皮底下，讓失誤掩蓋了成績。這樣做只會使整個企業(yè)喪失信心。但是，如果試點工作做得好，我們就可以采取許多措施提高和迅速提高知識工作者的生產(chǎn)率。</p><p>　　在21世紀的管理挑戰(zhàn)中，知識工作者的生產(chǎn)率是最大的挑戰(zhàn)。在發(fā)達國家，這是關(guān)系到他們生死存亡的首要要求。否則</p><p>　　發(fā)達國家是無法自力更生的，更不用說保持他們現(xiàn)在的領(lǐng)先地位和生活標準了。</p>&