員工敬業(yè)度外文翻譯

1、<p><b>　　外文翻譯</b></p><p><b>　　原文1</b></p><p>　　The Rules of Employee Engagement</p><p>　　Employee engagement has been a topic of much conversation and s

2、tudy in the corporate world for the past several years. It’s a phrase that has captured the attention of workplace workers, line management, HR managers and the executive suite.</p><p>　　The Conference Board

3、 defines employee engagement as “a heightened emotional connection that an employee feels for his or her organization, that influences him or her to exert greater discretionary effort to his or her work..”</p>&l

4、t;p>　　Engaged employees have been shown to willingly contribute their time, talents and abilities to the success of an organization. They not only commit to achieving a company’s goals, engaged employees often, at the

5、ir own volition, extend their discretionary effort to go above and beyond their management’s acceptable performance standards. </p><p>　　There have been many studies on the benefit of employee engagement. Ac

6、cording to a Gallup study, 54% of employees are not engaged, 17% are actively disengaged, and only 29% can be considered as engaging their time and talents. </p><p>　　Gallup’s research also revealed how dise

7、ngaged employees adversely impact a company’s performance and profits. According to the research findings disengaged employees result in 27% more absenteeism, 31% more turnover, 51% less effective and 62% more accidents.

8、 Stephen Covey, in his book “The Speed of Trust,” indicated that these numbers conservatively cost American businesses between $250 billion and $350 billion annually. </p><p>　　Now for the good news. The res

9、earch findings also reported that engaged employees account for 12% higher customer satisfaction scores, 18% higher productivity, 12% higher profitability and 17% higher earnings per share. </p><p>　　How do

10、organizations capitalize on these results? There are many drivers but the strongest of all is the performance of leaders which carries the most influence on the actions, behaviors and, ultimately, the engagement of emplo

11、yees. At least four studies support some common drivers of engagement which correlates with leaders:</p><p>　　? Trust and integrity: How well do managers communicate and walk the talk?</p><p>　　

12、? Nature of the job: Is it mentally stimulating day-to-day?</p><p>　　? Career growth opportunities: Are there opportunities?</p><p>　　? Pride in the organization: How much selfesteem does the em

13、ployee feel by being associated with the organization?</p><p>　　? Employee development: Is the organization making an effort to develop the skills and knowledge of its employees?</p><p>　　? Rela

14、tionship with management: Does the employee value his or her relationship with management?</p><p>　　The responsibility for engaging employees falls squarely on an organization’s leadership team. Fortunately,

15、 there are a few low cost, low tech and high touch ways that leaders can build higher levels of engagement into their organizational culture.</p><p>　　1. Show that you care about your employees. On a regular

16、 basis, demonstrate a sincere interest in them not only as a person but in their health and safety.</p><p>　　2. Demonstrate genuine interest in their development. Improve engagement by demonstrating a sincer

17、e interest in your employees’ professional growth and development. Consider engaging in frequent, structured and realistic discussions about their development interests and plans.</p><p>　　3. Recognize achie

18、vements. Simply offering genuine praise and low-cost recognition earns higher levels of engagement. Praise and recognize employees whenever their behavior or actions tie into your organization’s goals and desired results

19、. However, make sure the recognition offered holds specific meaning for the individual.</p><p>　　Leaders have the responsibility to foster a culture of high engagement. If leaders practice the aforementioned

20、 actions on a regular basis, employees will recognize and appreciate their active engagement and be highly motivated to respond by becoming more engaged in return.</p><p>　　Author: Smith,Jim L.</p>&l

21、t;p>　　Nationality: American</p><p>　　Originate from: Quality,2010,49(6),p:16-16.</p><p><b>　　譯文1</b></p><p><b>　　員工敬業(yè)度的規(guī)則</b></p><p>　　在過去的幾年

22、中，員工敬業(yè)度已經(jīng)成為談?wù)摵脱芯康慕裹c(diǎn)。員工敬業(yè)度吸引了工作場(chǎng)所的工人，直線領(lǐng)導(dǎo)者，人力資源管理者和行政管理者的關(guān)注。</p><p>　　會(huì)議委員會(huì)對(duì)員工敬業(yè)度的定義為：“員工對(duì)他或她的組織感到高度的情感聯(lián)系，這能影響員工為工作付出更多的努力。”</p><p>　　敬業(yè)的員工已經(jīng)被證實(shí)他們自愿為一個(gè)成功的組織貢獻(xiàn)他們的時(shí)間、天賦和能力。敬業(yè)的員工不僅致力于在自己的能力范圍內(nèi)實(shí)現(xiàn)公司設(shè)定

23、的目標(biāo)，通常他們會(huì)通過自己的努力完成一些超出管理者要求范圍外的事情。</p><p>　　已經(jīng)有很多研究證實(shí)員工敬業(yè)度的好處。根據(jù)蓋洛普咨詢公司的一項(xiàng)研究表明，54%的員工是不夠敬業(yè)的，17%的員工完全不敬業(yè)，只有29%的員工能被視為對(duì)工作是完全投入了他們的時(shí)間和才能的，即被稱為敬業(yè)。</p><p>　　蓋洛普的調(diào)查還表明，完成不敬業(yè)的員工會(huì)給公司的業(yè)績(jī)和利潤(rùn)帶來(lái)負(fù)面的影響。研究表明，完

24、全不敬業(yè)的員工中有27%是容易出現(xiàn)曠工，31%以上的員工有離職傾向，51%的員工工作效率是在降低的，62%的員工容易引發(fā)事故。Stephen Covey，在他的著作《信任的速度》中表明，美國(guó)企業(yè)中由于員工不敬業(yè)而導(dǎo)致成本費(fèi)用的增加，這個(gè)數(shù)字保守估計(jì)在2500億美元和3500億美元之間。</p><p>　　現(xiàn)在有一個(gè)好消息，研究的結(jié)果還表明，敬業(yè)的員工能提高12%的顧客滿意度，增加18%的生產(chǎn)率，提高12%的盈利

25、能力，還能使得每股盈利增加17%。</p><p>　　那么，組織如何利用這些結(jié)果呢？有很多驅(qū)動(dòng)員工敬業(yè)度的方法但是最有效的方式是領(lǐng)導(dǎo)者的行為。這些領(lǐng)導(dǎo)者需要具備對(duì)員工的動(dòng)作、行為有深刻的影響力，最終能提高員工敬業(yè)度。至少有四份研究報(bào)告能夠支持一些常見的員工敬業(yè)度的驅(qū)動(dòng)因素與領(lǐng)導(dǎo)者有關(guān)：</p><p>　　信任與正直：怎樣管理員工溝通和言行一致？</p><p>

26、　　工作的性質(zhì)：工作是否每天都是具有激勵(lì)的？</p><p>　　職業(yè)發(fā)展機(jī)會(huì)：有機(jī)會(huì)嗎？</p><p>　　組織自豪感：當(dāng)與組織聯(lián)系在一起時(shí)，你自豪嗎？</p><p>　　員工發(fā)展：組織是否為員工的技能和知識(shí)的發(fā)展做了努力？</p><p>　　關(guān)系管理：組織是否存在員工的價(jià)值關(guān)系管理？</p><p>　　一個(gè)

27、組織的領(lǐng)導(dǎo)班子有聘用員工的責(zé)任。幸運(yùn)的是，可以運(yùn)用一些低成本、低技術(shù)和高接觸的方式，幫助領(lǐng)導(dǎo)者建立更高層次的員工敬業(yè)度，并是他們參與到組織文化中。</p><p>　　1.表現(xiàn)出你關(guān)心你的雇員。定期對(duì)他們表現(xiàn)出真誠(chéng)的興趣，主要關(guān)注他們的健康和安全。</p><p>　　2.對(duì)員工的發(fā)展展示真正的興趣。通過關(guān)心員工專業(yè)上的成長(zhǎng)和發(fā)展提高他們的敬業(yè)度。對(duì)于從事頻繁性工作的員工，認(rèn)真討論他們的發(fā)

28、展利益和計(jì)劃。</p><p>　　3.認(rèn)可成果。簡(jiǎn)單真誠(chéng)的贊美和低成本的認(rèn)可可以得到員工更高層次的參與。只要他們的行為是有利于組織的目標(biāo)和期望的結(jié)果實(shí)現(xiàn)的，領(lǐng)導(dǎo)者可以及時(shí)贊美和認(rèn)可員工的行為。但是，請(qǐng)一定要確保這種認(rèn)可個(gè)人是有特殊意義的。</p><p>　　領(lǐng)導(dǎo)者有責(zé)任培養(yǎng)高度參的組織文化。如果領(lǐng)導(dǎo)者定期實(shí)踐上述的行動(dòng)，員工會(huì)以積極參與和高度自我激勵(lì)作為回報(bào)。</p>&

29、lt;p>　　作者：Smith,Jim L.</p><p><b>　　國(guó)籍：美國(guó)</b></p><p>　　文獻(xiàn)出處：質(zhì)量,2010,49（6）,第16-16頁(yè).</p><p><b>　　原文2</b></p><p>　　How leaders stimulate employe

30、e learning : A leader–member </p><p>　　exchange approach</p><p>　　Employee engagement in learning activities</p><p>　　Employee engagement in learning activities has become an increa

31、singly important topic in recent years. Demands made on employees to upgrade their job skills and knowledge are increasing continuously because organizations are faced with markets that are global, competitive, and techn

32、ologically based (Maurer & Tarulli, 1994). Therefore, employees who actively engage in learning activities are one of the most important sources of competitive advantage for organizations (Senge, 2006; Vera & Cro

33、ssan,</p><p>　　Like organizations, leaders, and employees each benefit from employee engagement in learning activities. Leaders benefit when they encourage employees to undertake tasks that lead to learning

34、because doing so helps attain strategic team goals (Jansen, Vera, & Crossan, 2009). Moreover, employee learning is associated with improved job performance (Arthur, Bennett, Edens, & Bell, 2003), and the acquisit

35、ion of new skills that serve as antecedents of job performance (Aguinis & Kraiger, 2009). Learni</p><p>　　There are many different ways for employees to engage in learning activities. Whereas organizatio

36、ns focused on formal training programmes in the past, they recognize now that valuable learning takes place within the daily work situation (Poell, van Dam, & van den Berg, 2004). Much employee learning is believed t

37、o occur through assignments that go beyond usual job responsibilities such as new and challenging tasks, job transitions, task-force assignments, temporary attachments to other work units</p><p>　　Because mu

38、ch learning occurs within the daily work situation, leaders are generally considere to be an important force behind employee engagement in learning activities (Sonnentag et al., 2004). There is clear evidence that suppor

39、t from the leader enhances participation in learning activities (Birdi et al., 1997; Colquitt, LePine, & Noe, 2000). Noe and Wilk (1993) found that employee perceptions of their supervisor’s support for development a

40、ctivity influenced employee engagement in learning act</p><p>　　Leader–member exchange and employee engagement in learning activities</p><p>　　LMX theory posits that leaders and members engage i

41、n a role development process during which differentiated role definitions develop between a leader and an individual employee (Graen & Cashman, 1975). Whereas low-quality relationships involve rudimentary exchanges t

42、hat typify the basic employment contract, high-quality relationships are characterized by mutual trust, respect, and loyalty between leader and employee. Based on the concepts of social exchange (Blau, 1964) and reciproc

43、ity (Gouldner</p><p>　　It is generally expected that high-LMX employees engage in more learning activities than do low-LMX employees (e.g., Driver, 2002; Maurer et al., 2002; Paparoidamis, 2005). Empirical e

44、vidence has indicated that employees in high-quality LMX relationships, in contrast to those in low-quality LMX relationships, receive greater opportunities for personal growth and more challenging work assignments (Grae

45、n & Scandura, 1987; Liden et al., 1997), are provided with higher levels of support (Kraimer, Wa</p><p>　　However, few studies have focused on the specific mechanisms and behaviours through which LMX imp

46、acts employee learning. We argue that two mechanisms within the LMX relationship might be at work. The first mechanism, which is related to the role making process, refers to a mediation effect of leader behaviours and h

47、olds that leaders will more actively stimulate and challenge high-LMX, compared to low-LMX employees, to engage in learning activities. The second mechanism, which is related to the n</p><p>　　Author：Chiao,C

48、ing-kae</p><p>　　Nationality：Taiwan，China</p><p>　　Originate from：Taiwan Development Perspectives，2007（3），291-301.</p><p><b>　　譯文2</b></p><p>　　領(lǐng)導(dǎo)如何激發(fā)員工的參與學(xué)

49、習(xí)：一個(gè)領(lǐng)導(dǎo)—成員交換的方法</p><p><b>　　員工參與學(xué)習(xí)活動(dòng)</b></p><p>　　在最近幾年，員工參與學(xué)習(xí)活動(dòng)已經(jīng)成為一個(gè)越來(lái)越重要的話題。當(dāng)今，組織正面臨著經(jīng)濟(jì)全球化、競(jìng)爭(zhēng)日益激烈的、以技術(shù)為導(dǎo)向的市場(chǎng)，要求員工需要不斷地提升他們的工作技能，增加他們的的知識(shí)(Maurer & Tarulli, 1994)。因此，員工積極參與學(xué)習(xí)活動(dòng)是組

50、織獲得競(jìng)爭(zhēng)優(yōu)勢(shì)最重要的來(lái)源之一(Senge, 2006; Vera & Crossan, 2004)。</p><p>　　組織、領(lǐng)導(dǎo)者和員工每一個(gè)都能在學(xué)習(xí)活動(dòng)的參與中受益。當(dāng)領(lǐng)導(dǎo)者鼓勵(lì)員工參與活動(dòng)，讓他們承擔(dān)任務(wù)時(shí)，領(lǐng)導(dǎo)者就會(huì)從中獲利，因?yàn)閱T工的參與有助于組織實(shí)現(xiàn)戰(zhàn)略目標(biāo)(Jansen,Vera, & Crossan, 2009)。此外，員工的參與和提高員工的工作績(jī)效 (Arthur, Ben

51、nett, Edens, & Bell, 2003)，獲取新的技能(Aguinis & Kraiger, 2009)都有相關(guān)性。對(duì)員工來(lái)說，學(xué)習(xí)也是至關(guān)重要的，因?yàn)樗麄冃枰皶r(shí)了解當(dāng)前的勞動(dòng)力市場(chǎng)和就業(yè)保障，因?yàn)樵谶@樣的就業(yè)形勢(shì)下，誰(shuí)也不能保障能長(zhǎng)期就業(yè)(Arthur & Rousseau, 1996)。此外，不斷學(xué)習(xí)是許多工作的重要組成部分，因?yàn)楣ぷ鞯囊笤诓粩嗟刈兓?Sonnentag et al., 200

52、4)。除了不可或缺的原因之外，員工參與學(xué)習(xí)活動(dòng)是充滿挑戰(zhàn)和樂趣的，還能研究員工參與學(xué)習(xí)活動(dòng)與積極的工作態(tài)度之間的關(guān)系，如工作滿意度，組織承諾，（核心人員）保持 (Mikkelsen, Saksvik, Eriksen, & Ursin, 1999) 。</p><p>　　員工參與學(xué)習(xí)活動(dòng)有很多不同的方式。在過去，組織專注于正規(guī)的培訓(xùn)，現(xiàn)在他們開始認(rèn)識(shí)到寶貴的學(xué)習(xí)需要貫穿于日常的工作中(Poell,van

53、 Dam, & van den Berg, 2004)。許多員工的學(xué)習(xí)被認(rèn)為是超越一般的崗位職責(zé)，如新的具有挑戰(zhàn)性的任務(wù)，工作的轉(zhuǎn)換，任務(wù)的分配，臨時(shí)到其他工作單位實(shí)習(xí)和完成項(xiàng)目工作(Birdi, Allan, & Warr, 1997; Maurer et al., 2002)。不能把學(xué)習(xí)當(dāng)做是一個(gè)偶然的培訓(xùn)需要，而是應(yīng)該把學(xué)習(xí)看作是一個(gè)連續(xù)的過程，這個(gè)過程也許可能專注未來(lái)的任務(wù)和職業(yè)的發(fā)展(McCauley &

54、; Hezlett, 2001; Noe et al., 1997)。</p><p>　　因?yàn)樵S多員工參與學(xué)習(xí)是發(fā)生在日常工作中的，所以領(lǐng)導(dǎo)者通常被認(rèn)為是員工參與學(xué)習(xí)活動(dòng)的一個(gè)重要力量(Sonnentag et al., 2004)。研究數(shù)據(jù)明確表明，領(lǐng)導(dǎo)者的支持增強(qiáng)了員工參與學(xué)習(xí)活動(dòng)(Birdi et al., 1997; Colquitt, LePine, & Noe, 2000)。Noe and

55、Wilk (1993)發(fā)現(xiàn)主管對(duì)員工的看法在員工參與學(xué)習(xí)活動(dòng)中，有很大的影響作用。同樣，Colquitt et al.’s (2000) 薈萃分析研究表明，員工參與學(xué)習(xí)的動(dòng)機(jī)與他們領(lǐng)導(dǎo)者的支持有關(guān)。盡管對(duì)這方面的研究已經(jīng)很多，但令人驚訝的是，很少有研究探討領(lǐng)導(dǎo)與員工之間的關(guān)系在員工學(xué)習(xí)成果中最底層的過程。目前，本研究的重點(diǎn)是領(lǐng)導(dǎo)—成員交換，解釋領(lǐng)導(dǎo)行為和員工學(xué)習(xí)的關(guān)系。</p><p>　　領(lǐng)導(dǎo)—成員交換與員工參

56、與學(xué)習(xí)活動(dòng)的關(guān)系</p><p>　　領(lǐng)導(dǎo)—成員交換理論認(rèn)為，領(lǐng)導(dǎo)者和下屬成員在各自的角色中發(fā)展著不同的相互依存關(guān)系（Graen & Cashman, 1975)?；谏鐣?huì)交換理論(Blau, 1964)和互惠理論(Gouldner, 1960)的概念認(rèn)為，低質(zhì)量的領(lǐng)導(dǎo)成員交換關(guān)系只涉及到基于典型的、基本的雇傭合約上的最起碼的交流，而高品質(zhì)的領(lǐng)導(dǎo)成員交換的特點(diǎn)是領(lǐng)導(dǎo)者和員工之間相互信任、相互尊重以及相互忠

57、誠(chéng)。在高水平的領(lǐng)導(dǎo)成員交換關(guān)系中，領(lǐng)導(dǎo)和下屬之間的社會(huì)交換行為發(fā)展到了一個(gè)更高的水平，包含了相互的信任，尊重和責(zé)任感(Graen & Uhl-Bien,1995)。因此，高質(zhì)量領(lǐng)導(dǎo)成員交換的員工，是那些對(duì)領(lǐng)導(dǎo)者盡心盡力，并能夠提高領(lǐng)導(dǎo)方式的有效性，這些員工又被稱為“值得信賴的助手”(Liden,Sparrowe, & Wayne, 1997)。研究表明，領(lǐng)導(dǎo)—成員交換理論認(rèn)為員工和組織的產(chǎn)出，如工作績(jī)效，組織公民行為，工

58、作滿意度，組織承諾、保留和開放的組織變革，有著重要的關(guān)系。(e.g., Gerstner & Day, 1997; Hofmann, Morgeson, & Gerras, 2003; van Dam, O</p><p>　　這是一個(gè)普遍的預(yù)期，高質(zhì)量的領(lǐng)導(dǎo)—成員交換關(guān)系比低質(zhì)量的領(lǐng)導(dǎo)—成員交換關(guān)系從事更多的學(xué)習(xí)活動(dòng)(e.g., Driver, 2002; Maurer et al., 2002

59、; Paparoidamis, 2005)。實(shí)證研究顯示，高質(zhì)量的領(lǐng)導(dǎo)—成員交換關(guān)系能夠得到更大的機(jī)會(huì)，得到更多的個(gè)人成長(zhǎng)機(jī)會(huì)以及得到更具挑戰(zhàn)性的工作任務(wù)(Graen & Scandura, 1987; Liden et al., 1997)，提供更高成層次的支持(Kraimer, Wayne, & Jaworski, 2001)，并在其職業(yè)生涯中進(jìn)步更加迅速(Scandura & Schriesheim, 19

60、94; Wayne, Liden, Kraimer, & Graf,1999)，而低質(zhì)量的領(lǐng)導(dǎo)—成員交換則恰恰相反。領(lǐng)導(dǎo)—成員交換的質(zhì)量也被研究證實(shí)是會(huì)影響員工的學(xué)習(xí)目標(biāo)取向的(Janssen & Van Yperen, 2004)。</p><p>　　然而，很少有研究把重點(diǎn)放在通過具體機(jī)制和行為去研究領(lǐng)導(dǎo)—成員交換對(duì)員工學(xué)習(xí)活動(dòng)的影響。我們認(rèn)為，兩種機(jī)制內(nèi)的領(lǐng)導(dǎo)—成員關(guān)系可能是工作本身。第一種

61、機(jī)制，這是關(guān)系到?jīng)Q策過程中的機(jī)制作用，領(lǐng)導(dǎo)人更愿意積極地激勵(lì)和挑戰(zhàn)高質(zhì)量的領(lǐng)導(dǎo)—成員交換的員工，相比低質(zhì)量的領(lǐng)導(dǎo)—成員交換的員工，去從事學(xué)習(xí)活動(dòng)。第二種機(jī)制，即有關(guān)互惠的準(zhǔn)則，如果領(lǐng)導(dǎo)者和下屬采用綜合的互惠來(lái)交換，就形成高質(zhì)量的關(guān)系，如果采用負(fù)性的互惠來(lái)交換，則形成低質(zhì)量的關(guān)系。</p><p>　　作者：Xander M. Bezuijen, Karen van Dam, Peter T. van den Be