外文翻譯--培養(yǎng)優(yōu)勝者有效的規(guī)劃和堅實的目標使培訓有效運轉

1、<p><b>　　中文3973字</b></p><p>　　本科畢業(yè)論文（設計）</p><p><b>　　外文翻譯</b></p><p>　　外文題目 Creating Winners </p><p>　　

2、Effective planning solid goals make training work </p><p>　　外文出處 Dealernews Vol.42 Issue 5, 2006(8): P 28 </p><p>　　外文作者 Kent R. Davies </

3、p><p><b>　　原文：</b></p><p>　　Creating Winners</p><p>　　Effective planning, solid goals make training work</p><p>　　Kent R. Davies</p><p>　　Is your

4、training program cost-effective? </p><p>　　Good management practices are crucial if you want to maximize your training dollars. </p><p>　　Whether you're polishing your team's telephone e

5、tiquette or updating yourself on the latest OSHA mandates, you and your team must share responsibility for the training's outcome. </p><p>　　Set goals.</p><p>　　It's common for people to

6、 expend time and expense to attend out-of-town training sessions with only a vague idea of why they're going. To make training sessions worthwhile, you and/or your staff must first formulate specific goals. Clearly d

7、efining and listing goals, like mastering a sophisticated customer relations software program, tells employees that you're serious about them achieving specific objectives.</p><p>　　Pick a program. </

8、p><p>　　Don't robotically purchase training programs based on nothing more than fancy brochures or an acquaintance's recommendation. Investigate whether the training is relevant to your specific needs.

9、</p><p>　　Ask specific questions to gauge the trainer's practical experience in the power sports industry. Get details about a trainer's proven expertise in merchandise presentation, and get the trai

10、ning curriculum's outline. If you're still unclear, seek further clarification beforehand from the trainer. Don't hesitate to ask for references, preferably from others who have recently completed the trainin

11、g.</p><p>　　Specific Orientation</p><p>　　First of all, the topics of specific orientation are unique to the employee’s new department and job (St.John,1980). The objective is to provide for a s

12、mooth transition into the new job in a way that maintains motivation and gets the new employee into production as soon as possible. Orientation should not be an obstacle to productivity and motivation, but be prepared an

13、d ready to get the employee immediately involved in the work flow. Secondly, introduction to the fellow workers and facilities i</p><p>　　The scope of these two programmed should also be adapted to the new e

14、mployee’s job responsibilities, training and past experience in comparable positions. Conversely, some standard coverage of key information about the company, the department and the job is desirable from both the company

15、’s and the employee’s standpoint.</p><p>　　The Type of Orientation</p><p>　　Formal Orientation</p><p>　　Formal orientation is a programmed which is planned and officially conducted

16、by the company at set times (St.John,1980). Usually this programmed takes place after the first day and before the end of the first week of employment. The programmed itself should be composed of new employees who are he

17、terogeneous with regard to occupation and homogenous with regard to level. And, the programmed should be led by someone who is very knowledgeable about the organization, personable, a clear communicator,</p><p

18、>　　Topics presented during the orientation should be direct and to the point (Penzer,1973). A brief overview, some detailed reading materials, and one or two names of people that can be contacted for specific informat

19、ion can be provided. The main focus should be on showing the new hire where he/she fits into the company, and each should be given an organization chart with his/her job shown in red (Penzer,1973). An orientation of this

20、 kind is only part of the process by which employees begin to adju</p><p>　　In many cases this process may well start before the employee first sets foot in the company. Still, the most important period in e

21、stablishing job understanding and satisfaction is the pre-duty phase of formal orientation period and that immediately following (LaMotte, 1974). This is the time when the employee has anxieties and questions about his/h

22、er work and his/her new environment. This is the time when attitudes of acceptance and enthusiasm must be created, and when the employee must demonst</p><p>　　Informal Orientation</p><p>　　At th

23、e completion of the formal orientation meeting, the new hire is sent to his work station. From this point, informal orientation begins. Informal orientation is a continuing programmed which is unplanned and unofficially

24、conducted by fellow workers (St.John,1980). After hiring and orientation, other facets of the personnel relations programmed come into play. In a real sense the orientation process continues throughout the employee’s wor

25、king history at his/her company, concluding only at ret</p><p>　　Most new hires do not want to create the impression of appearing dumb, do want and need to know their role in the company, and do need to be a

26、ble to achieve their own career objectives, so the manager should have a general plan to guide the course of discussion. Some topics include the duties of those in his/her immediate work area, the duties and responsibili

27、ties of the new hire, and the areas in which further training might be needed and a tentative plan to accomplish it. During this discussio</p><p>　　Formal assignment of someone to go to for help can provide

28、the new hire with direct support until he/she develops his/her own peer relationships. If handled properly, this can also have a positive effect on the fellow worker who has an opportunity to demonstrate his/her skills a

29、nd knowledge in a helpful and personally rewarding way. Most associates, including the supervisor, cannot break away from their responsibilities long enough to provide a meaningful orientation. The resourceful fellow wor

30、k</p><p>　　A certain finding from the marketing-training study shows that while employees were very positive about the quality of formal training, they indicated it failed to cover subject matter that was ne

31、cessary to accomplish their jobs. This suggests that an orientation programmed must be developed in conjunction with comprehensive job analysis and that periodic feedback from participants must be sought to ensure adequa

32、te match between job demands and programmed content (Penzer,1973).</p><p>　　Orientation Policy and Skills</p><p>　　Representatives of management and employees alike should jointly propose policy

33、 for all significant aspects of the orientation programmed (St. John,1980). This proposed policy must then be reviewed and officially adopted by top management, before being shared with all company employees. Achievement

34、 of company goals will be furthered if one or more representatives of top management appear at formal orientation sessions and talk about company philosophy and expectations. These statements should sp</p><p&g

35、t;　　Consider other resources. </p><p>　　Search for efficient and cost-effective alternatives. Before sending in your registration and purchasing your airline tickets, determine whether you and/or your staff

36、can gain this knowledge or skill more efficiently by studying some excellent how-to books — possibly the same ones the trainer relies on. </p><p>　　Get to know your employees better. You might learn that som

37、e already have required skills that they'd be glad to share with the team. And don't forget to check out your community college or chamber of commerce as a cost-effective training resource.</p><p>　　

38、Prepare to contribute.</p><p>　　During training be sure that you and your team members check off each objective as it's covered. If you feel lost during a session, your colleagues are probably just as co

39、nfused. Never hesitate to discuss your consternation with your trainer .If the trainer is good, your questions will be enthusiastically received. After all, trainers can't afford frustrated clients.</p><p&

40、gt;　　Successful trainers know there's no monopoly on knowledge and experience. It's estimated that participants pick up more than 50 percent of what they learn from discussions with their peers and by listening c

41、arefully to questions and comments. Keep an open mind during group discussions.</p><p>　　Share the knowledge. </p><p>　　Have trainees debrief you and their colleagues upon their return so everyo

42、ne benefits. This also helps you determine specifically what they've learned. It also encourages them to organize their thoughts if they know they're going to be making a presentation.</p><p>　　Don&#

43、39;t let employees just file their notes. While the information's still fresh in their heads have them develop a plan to utilize their new skills. Have them write a summary report and route it to others. Start a lend

44、ing library with the learning materials acquired during training sessions. These resources can be especially valuable for new staff or when a promoted employee requires additional skills.</p><p>　　Lifetime d

45、edication. </p><p>　　The need for training is critical to your own competence, your team's skills and your shop's continued success. </p><p>　　Remaining competitive requires a psychologi

46、cal commitment toward acquiring more knowledge. Let your staff know that your investment in their training is designed to ensure both their professional success and your shop's enduring competitiveness.</p>&l

47、t;p>　　Involvement and Interest</p><p>　　Involvement in a subject is partially related to a person’s degree of personal involvement (Alexander,1969). It is necessary for the new employee to become involved

48、 in the matter being taught him/her, if it is to have any real or lasting value. If the employee’s interest can be increased, he/she will probably pay closer attention and remember the main points better. The commonly us

49、ed lecture method falls far short in creating interest. The employee is not involved in the learning process and oft</p><p><b>　　Follow-up</b></p><p>　　The orientation process does n

50、ot end once the information has been presented to the employee. In many programmed, communication between the new employee and the instructor is lacking. The lecture method does not necessarily insure that the main ideas

51、 have got across. Two-way communication is needed to insure mutual understanding (Alexander,1969). The instructor needs feedback from the employee to be sure that the message has been received correctly. Follow-up is nec

52、essary to determine the level </p><p><b>　　譯文：</b></p><p>　　培養(yǎng)優(yōu)勝者:有效的規(guī)劃和堅實的目標使培訓有效運轉</p><p><b>　　肯特.R.戴維斯</b></p><p>　　你們的培訓計劃是否具有成本效益？</p>

53、;<p>　　如果你想最大限度地提高培訓效益，那么良好的管理措施是至關重要的。</p><p>　　無論是在培養(yǎng)員工接電話的禮儀還是幫助員工更新關于職業(yè)安全與衛(wèi)生條例的知識，你和你的員工必須共同承擔培訓后果的責任。</p><p><b>　　確定目標。</b></p><p>　　人們普遍存在的一個問題就是花費大量的時間和金錢去

54、參加一個外部的培訓會議，而這個培訓會議對參加培訓的人來說甚至只有一個十分模糊的目標。為了使培訓會議有效，你和（或者）你的員工必須先制定明確具體并且可行的目標。明確界定目標并將一條一條它羅列出來，例如一項培訓，其目標是：掌握好多變的客戶關系。并且你要告訴你的員工，你非?？粗厮麄兪欠衲芡瓿蛇@個特定的目標。</p><p><b>　　選擇培訓計劃。</b></p><p>

55、;　　不要毫無根據地決定培訓計劃或者是選擇培訓機構。管理者也不能僅僅是根據個人愛好來決定，更加錯誤的是熟人向你推薦了一個他覺得好的培訓機構，你就毫不猶豫地聽從了他的建議。在做決定前，應事先調查好這個培訓計劃（機構）是否符合你的特定需求。</p><p>　　通過詢問具體的問題來評估選擇的培訓師在培訓行業(yè)中是否具有實際經驗和能力。盡量得到關于培訓師的詳細專業(yè)意見和他所設置的培訓課程的計劃大綱。如果你還有什么不清楚的

56、，一定要在培訓課程開始之前向培訓師進一步請教。不要猶豫向別人咨詢有關培訓師的專業(yè)能力方面的問題，最好是那些最近剛完成培訓的人。</p><p>　　總體的員工培訓方案。</p><p>　　總體的員工培訓方案應包含一些特有的信息，它是和公司所有的員工有關的（圣約翰，1980）。首先，培訓內容應包含公司簡介，它可以說明公司的基本情況、現(xiàn)狀以及未來的發(fā)展前景。目的是讓新員工對公司有個好印象，逐

57、步灌輸他們對公司的歸屬感，并促使他們以公司為榮。其次，一份包括行為準則、業(yè)績標準、工作時間、懲罰制度，安全等內容的公司章程也是非常必要的。第三，關于福利的介紹也很重要，員工一般都很關注福利信息，這和他們的工資結構有一定的關系(史密斯,1984)。</p><p>　　具體的員工培訓方案。</p><p>　　首先，具體的員工培訓方案要和新員工所到的部門以及從事的工作崗位的獨特性相一致（圣約

58、翰，1980）。培訓的目標是為員工提供一個接手新工作的平穩(wěn)過渡的階段，培訓可以保持員工的積極性，促使新員工更快地創(chuàng)造價值。員工培訓不應成為提高生產力和員工積極性的阻礙，我們應做好使員工能快速進入生產流程的準備。其次，對同事和企業(yè)的相關情況介紹是員工培訓中最重要的內容之一。在培訓時進行相關介紹，并為新員工提供特定的指導人員以幫助他們更輕松地適應新的工作環(huán)境(史密斯,1984)。</p><p>　　這兩個方案的內容

59、都應包括新員工的工作職責、相關介紹以及必要的經驗等。相反地，從公司和員工的角度來說，一些重要信息，比如關于公司、部門以及工作的重要信息的范圍標準都是必要的。</p><p><b>　　員工培訓的類型。</b></p><p><b>　　正式的員工培訓</b></p><p>　　正式的員工培訓是指公司在固定的時間以正式

60、的形成進行的一種有計劃性的培訓（圣約翰，1980）。這常發(fā)生在招聘后的一周內，參加這個培訓的新員工的能力程度近似，但所從事的工作不同。并且，培訓的開展需要有能力的人來主導，這個人必須具有較強的組織能力和溝通技巧，因為有能力的人會讓新員工有一種受歡迎的感覺。</p><p>　　在員工培訓中所提出的話題需直接并且切合主題(潘澤爾,1973)。一個簡要的回顧，一些具體的閱讀資料，一兩個相關的人名，這些都可以作為話題的

61、材料。而培訓主要的焦點應集中于告訴這些新員工，他哪里適合這個公司，給他看公司的組織架構，并用紅色標出他的職位是哪里(潘澤爾,1973)。這些話題只是員工培訓的一部分，經過培訓，員工會開始逐步適應這種組織架構和工作環(huán)境。</p><p>　　在許多情況下，這個方案很有可能會在員工第一次踏入這個公司開始。建立對工作的理解和滿意度的最重要的時間是正式的員工培訓之前，緊跟著就是實行正式的員工培訓方案(拉莫提, 1974)

62、。在培訓階段，大多數(shù)員工對自己的工作和環(huán)境存在一定的疑慮，培訓的開展可以使員工更熱情地去接納公司，員工也可以借此機會表明自己的態(tài)度，使自己的想法和公司的觀念及行為準則相一致。</p><p><b>　　非正式的員工培訓</b></p><p>　　正式的員工培訓完成后，新員工會被送到相應的工作崗位上去。從這起，非正式的員工培訓就開始了。非正式的員工培訓是一個持續(xù)進行

63、的過程，它沒有計劃性，由同事幫助等非正式形式組成（圣約翰，1980）。在員工的招聘與培訓之后，人力資源管理的其他模塊開始起作用。事實上，對員工的培訓在員工的工作生涯中一直存在，只有在員工退休或者結束職業(yè)生涯時，它才會結束。</p><p>　　大多數(shù)新員工不想留給別人一種很呆板的印象，他們想知道自己在公司的角色，想達到自己的職業(yè)目標，所以經理需要制定一個培訓計劃來滿足員工對這部分交流的要求。主題可以包括他目前工作

64、的職責，新工作的職責，需要進一步訓練才能完成的工作等。在這個討論中，經理必須記得要站在新員工的角度，因為他們對公司和部門的了解比較少。而且，經理應該要求同事為新進的員工提供與工作有關的信息 (潘澤爾,1973)。</p><p>　　正式地指定某個人，讓新員工向他尋求幫助，可以讓新員工在需要時得到直接的指導，直到他們有了自己的認識。如果處理得當，這也能讓那個幫助別人的同事得到一個展示自己能力的機會，既利人又利己。

65、大多數(shù)公司同事，包括主管，不能脫離他們的工作職責去給新員工提供一個有意義的培訓。機智的同事會幫助新人克服心理障礙，更好地適應他的工作，并且?guī)椭麄兣c同事友好相處。</p><p>　　一個關于銷售人員的培訓的研究表明，當員工對正式的培訓質量很有信心時，說明他們并沒有完成他們應有的工作。這說明員工的培訓計劃必須和工作分析一起進行，對參與者階段性的反饋可以確保工作需求和培訓計劃的內容保持一致(潘澤爾,1973)。&l

66、t;/p><p><b>　　培訓的方法和技巧。</b></p><p>　　基層員工應和代表管理層的員工一起，共同對員工的入職培訓方案中的幾個重要方面提出相應的對策（圣約翰，1980）。在公布之前，這個方案必須經過上層管理者的正式審查并采納。如果在新員工培訓活動中出現(xiàn)越來越多的高層管理者，他們談論公司的理念和發(fā)展，那么這將更好地促進公司目標的達成。員工對管理層的期待和公

67、司對員工的期待都可以在這些報告中反映出來。他們也可以在重要位置上放上員工手冊、定位文件等，這些官方政策可以強化培訓的效果。所有人力資源管理部門的職員以及主管也應該積極參與促進組織進一步發(fā)展的相關培訓事務中。當一批新員工被錄用后，這些開展培訓的人力資源管理部門的工作者也應該接受相關的培訓（圣約翰，1980）。</p><p><b>　　考慮其他資源。</b></p><p

68、>　　尋找低成本并且高效的可以替代培訓的資源。在你注冊報名和繳費前，先確定你和（或者）你的員工是否可以通過學習一些優(yōu)秀的書籍來更有效地掌握培訓師所傳授的知識和技能。</p><p>　　盡可能更好地去了解你的員工。你可能得到意外的培訓資源：一些掌握了必要的工作技能的員工也許愿意將這些技能與其他員工一起分享。另外，管理者千萬不要忘記檢查一下社區(qū)學院和公司的商會，他們也可能成為一項低成本的培訓資源。</p

69、><p><b>　　隨時準備貢獻。</b></p><p>　　在培訓期間確保你和你的員工掌握了培訓師要求達到的每一個目標。如果你覺得在一項培訓中遇到了困難，你的同事可能和你一樣對此感到困惑。不要猶豫是否要和你的培訓師討論你在培訓中遇到的困難。如果這個培訓師足夠專業(yè)，你的問題將會受到他的熱烈歡迎。畢竟，培訓人員有義務為受訓者絕大困惑。</p><p&

70、gt;　　一個成功的培訓者明白在知識和經驗上是沒有絕對正確的，因此，他無法阻止你在學習上提出疑問。據估計，受訓者通過小組討論、幫助解決他人的問題和認真聽取他人意見可以掌握超過50％的知識。管理者應注意：在小組討論時保持一個開放的氛圍。</p><p><b>　　分享知識。</b></p><p>　　在受訓者回來后，管理者應讓他向你和同事們做一場培訓報告，從而使沒有

71、去參加培訓的員工也能從中學習得到一些知識。這樣做的另一個好處是可以幫助你測量受訓者在培訓中掌握的知識程度。另外，它還可以鼓勵受訓者對學到的知識進行組織整理。如果受訓者知道他將要向別人做知識匯報，他們必定會對學習培訓知識更加重視。</p><p>　　不要只是讓員工做書面報告。僅管員工可以在制定計劃，完成工作時運用在培訓中學到的新知識和新技術，并且這些知識在他們腦子里仍然十分清晰，作為管理者的你仍應要求他們寫一份過

72、程和總結報告給他人。在培訓期間啟動一個獲得培訓知識的學習材料庫。這些資源可能對新進工作人員或需要額外技能的晉升員工有特別的價值。</p><p><b>　　參與和興趣。</b></p><p>　　參與與員工個人的興趣有很大的關系(亞歷山大,1969)。如果是那種有真正的或持久價值的東西，新員工就會在培訓中較好地接受，這些東西對新員工的培訓來說是很有必要的。如果員工

73、的興趣被提高了,他可能會更加密切關注并能更好的記住要點。常用的演講等培訓方法現(xiàn)今已不能較好地提起員工的興趣。員工不參與到學習中就會經常開始想入非非。因此,授課者可能會給予一些定位,但是可能沒有人在聽。提高員工的參與度是一門學問，討論、互問互答等是引導員工參與進來的有效方法,而員工，他可能對公司利益與他個人關聯(lián)起來的部分較有興趣，大部分員工希望了解公司的福利如何直接適用于他。</p><p><b>　　

74、終身奉獻。</b></p><p>　　是否需要進行培訓取決于你自身的能力、你的團隊技能和你所在公司的持續(xù)發(fā)展計劃。公司在市場中保持強勁的競爭力需要員工掌握更多的新知識和技能。管理者必須要讓員工知道，你對他們培訓的投入不僅是為了確保他們不斷成長，在專業(yè)領域上有所突破，獲得成功，更重要的是為了保證公司的長期競爭力。</p><p><b>　　后續(xù)行動。</b&g

75、t;</p><p>　　即使信息已經向員工呈現(xiàn)出來，關于崗位職責定位的過程也沒有結束。在許多過程中,新員工與指導者之間的溝通比較缺乏。演講方法不一定能保證他們在主要觀點上達成共識，但雙向溝通對確保相互理解是十分必要的(亞歷山大,1969)。指導者需要員工的反饋,以確保此消息已經被正確地接收。跟蹤反饋是決定理解的水平的必要方法，它是定位程序的最后部分，是成功與否的必要條件。正式的和系統(tǒng)的跟蹤對員工培訓的初始定位是