外文翻譯--設(shè)計(jì)有效的職工培訓(xùn)計(jì)劃

1、<p><b>　　中文3665字</b></p><p>　　本科畢業(yè)論文（設(shè)計(jì)）</p><p><b>　　外文翻譯</b></p><p>　　外文題目 Designing effective employee training programmed

2、 </p><p>　　外文出處 Training for Quality，2007（5）：P52–57 </p><p>　　外文作者 Aaron W. Hughey and Kenneth J. Mussnug

3、 </p><p><b>　　原文：</b></p><p>　　Designing effective employee training programmed</p><p>　　Aaron W. Hughey and Kenneth J. Mussnug</p><p>　　Employee tr

4、aining is far more prevalent today than it was ten years ago. Today, almost all companies provide some type of training for their employees. For some companies, training is a very formal process. Entire departments are d

5、evoted to conducting both initial and ongoing employee training programmed. Other companies bring in outside consultants to conduct employee training sessions. The motivation for providing such training varies considerab

6、ly from organization to organization. A few compa</p><p>　　Regardless of the reasons or level of commitment to the process, the need for employee training has increased significantly in recent years. This in

7、crease is directly related to the rapidly expanding use of technology within society in general and business and industry in particular. It has also been precipitated by a renewed emphasis on quality and customer satisfa

8、ction, and the non-traditional management philosophies which are driven by those emphases. Moreover, companies are beginning to reco</p><p>　　The underlying aim of all employee training is to increase effici

9、ency. Other outcomes are really auxiliary and/or incidental. While goals such as facilitating the personal and/or professional development of employees are commendable, they do not constitute the primary impetus for most

10、 training efforts. Companies exist to make money. The desire to optimize profitability drives most management decisions. Management consistently views employee training as simply an additional avenue for enhancing t</

11、p><p>　　Training vs. education </p><p>　　The tremendous power associated with learning through involvement has been recognized and accepted for most of the past century. But, when it comes to emplo

12、yee training, especially when limited financial resources are available, many companies seem to favor a more cost-sensitive, but far less effective, approach. They turn to education instead of training. </p><p

13、>　　There is a significant difference between employee training and education- particularly within the context of adult learning paradigms. Education typically takes place in a classroom and involves a transfer of know

14、ledge through the use of formal methods such as lectures and directed discussion. Participants learn new and relevant information, but the acquisition of new skills and competences, designed to enhance profitability or q

15、uality is usually not the intended outcome; i.e. their ability to </p><p>　　Adults learn more efficiently when they are allowed to talk about the subject, relate it to their own experiences, and discover the

16、 usefulness of the skills for themselves. But this type of learning is also very time-consuming. Many companies regularly sacrifice long-term gains for short-term convenience and economy. More information can be provide

17、d using the lecture format and many training sessions are lecture-based simply because of the time commitment involved. Yet most employees simply do </p><p>　　Training, on the other hand, typically entails p

18、ersonal involvement, commitment, and experiential gains. Training involves learning by doing. Competence, much more than knowledge, constitutes real power. True training occurs when skills that can be measurably defined

19、are enhanced until the competence level is visibly enhanced. Training aims to provide employees with proficiency in the execution of given tasks. The outcomes of training should be tangible, in that they should complemen

20、t and suppor</p><p>　　Recently, a few training "gurus" have taken issue with the training model discussed here and have argued that teaching people to think is more important that teaching specific

21、 skills. The response of the informed training manager to such criticism is quite elegant. Thinking is a skill just like any other. It is self-evident that, in the future, employees will need better decision-making and p

22、roblem-solving skills to survive and remain employable. But their need for highly specific skills and com</p><p>　　A final note about learning by doing. Many training programmed focus on the modification of

23、employee behavior in a direction that is deemed advantageous to both the company and the individual. This may even be the primary purpose of the entire training programmed. Unless these types of training ventures focus o

24、n specific skills and competences, however, the odds against them are monumental. The desire to change behavior in a positive direction is, in and of itself, an admirable goal. But for beh</p><p>　　"Sof

25、t skills" training </p><p>　　As alluded to previously, the benefits of a learning-by-doing approach to employee training have been recognized for years. Still, many companies continue to focus on so- ca

26、lled "feel good" training programmed as opposed to those which target specific, utilizable competences. Such programmed typically involve training in soft skills, i.e. skills such as listening, communication, t

27、eamwork, leadership, etc. Although these topics are generally well received, the evidence seems to be that they are t</p><p>　　For example, a lot of companies today are conducting "team" training w

28、ithout first defining what the desired outcomes of the training are, or how the teams should be able to function at the conclusion of the training programmed. Team training, especially in its early stages, typically invo

29、lves various group decision-making exercises that centre on some hypothetical situation such as being lost in the wilderness or desert with minimal resources. Participants have to decide as a group how to estab</p>

30、<p>　　As illustrated by the preceding scenario, training sessions which deal with soft skills topics such as diversity and quality are often quite entertaining but seldom involve the kinds of hands-on experiences

31、that help employees translate awareness into action. Role-playing, games and simulations help to present the ideas in a more palpable context, but they seldom precipitate the acquisition of useful skills. Those who atten

32、d such training rarely get a real "feel" for how to implement what is pre</p><p>　　It is important to remember that training should only involve tangible, hands-on skills and observable behaviors.

33、Training goals and objectives should not involve feelings and emotions. "To enhance the employee's appreciation of quality" is not an appropriate training objective. It is difficult to explain what "ap

34、preciation" is, much less how it can be taught within a skills-based context. The purpose of training is to enhance behaviors, not attitudes. Keep training objectives focused on skills </p><p><b>

35、　　domain.</b></p><p>　　The role of the "training manager" </p><p>　　"Training manager" seems to be a fairly common job title in any company of considerable size. Many s

36、maller companies also have individuals whose key responsibilities entail some form of employee training. Furthermore, most large corporations have a staff of several full-time professionals whose sole function is to asse

37、ss training needs and institute training programmed based on the company's needs. While the length of time spent managing a training programmed tends to be related to company size</p><p>　　Few companies

38、 would seriously consider turning over their manufacturing operations to a person with no manufacturing experience. Yet many companies routinely entrust their training initiatives to managers who have little or no backgr

39、ound, expertise, or formal education in the area of employee training. Management suddenly recognizes a need for training - or is informed of their need by corporate headquarters - and delegates the responsibility for im

40、plementing a training programmed to someone in </p><p>　　New training managers should make it a point to educate themselves about fundamental training concepts and techniques. Attendance at local or regional

41、 training conferences is a must. Consider taking a class or two at a local community college. Classes on teaching methods or establishing goals and objectives for training programmed would be appropriate. It would also b

42、e advisable to join relevant associations and other organizations that have employee training as their focus. Reading always helps</p><p>　　The strategic plan </p><p>　　One of the training manag

43、er’s primary responsibilities involves the perpetual justification of employee training initiatives. To substantiate the effectiveness of a training programmed in relation to the resources that it requires, several areas

44、 must be addressed. It is imperative that the goals of training be in line with the company’s strategic plan. How those goals reinforce the larger mission of the company is also vital to the continued viability of the tr

45、aining programmed. Equally importan</p><p>　　Time and other critical factors</p><p>　　Successful employee training programmed demand a significant investment in terms of both financial and human

46、 resources. They can also take up a great deal of time which can adversely affect production schedules and deadlines. Management is usually aware of these factors and therefore tends to question the necessity of employee

47、 training programmed when revenues are scarce and/or production demands are at a peak. Moreover, some companies decide on training topics based on session titles and/or oth</p><p>　　Concluding thoughts</p

48、><p>　　Finally, a well-designed training programmed has built-in reinforcement. It is not necessary to reinforce learning if the skills and competences emphasized during the training really assist employees in

49、the performance of their job duties and responsibilities; i.e. if the employees are able to actually use what they have learned. External reinforcement only becomes necessary if the skills acquired are not instrumental i

50、n enhancing job completion.（節(jié)選）</p><p><b>　　譯文：</b></p><p>　　設(shè)計(jì)有效的職工培訓(xùn)計(jì)劃</p><p>　　亞倫W.哈格赫，肯尼思J.馬斯納格</p><p>　　和10年前相比，如今對(duì)新員工進(jìn)行完善的入職培訓(xùn)已十分普遍?，F(xiàn)在，幾乎所有的公司都會(huì)為新進(jìn)員工提

51、供一定的培訓(xùn)。對(duì)一些公司來說，入職培訓(xùn)是非常正式的，所有的部門都要為創(chuàng)造一個(gè)初步的、持續(xù)的員工培訓(xùn)方案而努力，也有一些公司會(huì)請(qǐng)外部專業(yè)人員來進(jìn)行培訓(xùn)。每個(gè)公司培訓(xùn)的動(dòng)機(jī)是各不相同的，一些是想真正提升員工的工作技能和其他能力的，而另一些是為了符合工作安全章程的規(guī)定?？杀氖牵芏喙镜呐嘤?xùn)制度只是為了裝裝門面而已。</p><p>　　不論培訓(xùn)的原因是什么，培訓(xùn)的程度怎么樣，在近幾年，員工對(duì)培訓(xùn)的需求大大增加，它和

52、社會(huì)科技的快速發(fā)展，尤其是商業(yè)和工業(yè)的發(fā)展直接相關(guān)。對(duì)產(chǎn)品質(zhì)量和客戶滿意度的再度重視，以及因此產(chǎn)生的非傳統(tǒng)管理理念也使培訓(xùn)需求大大增加。而且，公司開始意識(shí)到，真正地學(xué)習(xí)是一項(xiàng)終身努力的事，是不斷發(fā)展的，就像職工培訓(xùn)有利于提高員工的工作滿意度、公司的生產(chǎn)力和最終的全部收益一樣。事實(shí)上，只要謹(jǐn)慎發(fā)展，合理執(zhí)行，培訓(xùn)能影響公司發(fā)展的最終結(jié)果，使大家可以有一個(gè)比較滿意的結(jié)果。</p><p>　　員工培訓(xùn)的基本目的是提高

53、工作效率，其他結(jié)果都是輔助的或者是附帶的。當(dāng)目標(biāo)達(dá)到時(shí)，例如促進(jìn)了員工個(gè)人或?qū)I(yè)的發(fā)展后，大多數(shù)的培訓(xùn)就不再需要特意地去形成第一推動(dòng)力。公司的存在是為了獲取利益，大多數(shù)管理者會(huì)根據(jù)收益最大化的一面去做決定。管理者都認(rèn)為為員工提供培訓(xùn)只是提升整個(gè)金融投資回報(bào)的一種新方法。這并沒有減弱培訓(xùn)計(jì)劃的重要性，但卻從本質(zhì)上給予培訓(xùn)經(jīng)理一種取得必然成功的信任度。</p><p><b>　　培訓(xùn)和教育</b&g

54、t;</p><p>　　在過去的一百年里，人們通過學(xué)習(xí)參與，已經(jīng)意識(shí)到培訓(xùn)的重要性并接受了它所產(chǎn)生的巨大能量。但是,當(dāng)談到員工培訓(xùn),尤其是經(jīng)濟(jì)資源有限的時(shí)候，許多公司似乎傾向于一種收效較小但成本節(jié)約的方法，他們將培訓(xùn)轉(zhuǎn)換成了教育。</p><p>　　培訓(xùn)和教育有著顯著的差別，尤其是以成人學(xué)習(xí)為例。教育通常發(fā)生在教室里,它包括以正式的方法將知識(shí)傳授給你,比如講座和直接的討論等。參與者學(xué)習(xí)

55、新的相關(guān)知識(shí)，但以增加收益，提高質(zhì)量為目的的新技術(shù)的學(xué)習(xí)及能力的獲得往往得不到實(shí)現(xiàn)，即他們的創(chuàng)造能力往往得不到開發(fā)。換句話說，了解一項(xiàng)技能的人和擁有一項(xiàng)技能的人是不一樣的。</p><p>　　當(dāng)成人討論這些知識(shí)并聯(lián)系自己的經(jīng)驗(yàn)進(jìn)而去發(fā)現(xiàn)技能的實(shí)用性時(shí)，他們學(xué)習(xí)的效果就會(huì)更好。但這樣的學(xué)習(xí)也很花時(shí)間，很多公司為了短期的方便和利潤，犧牲了長期的收益。通過演講的方式可以給員工提供更多的信息，但考慮到時(shí)間等因素，很多培

56、訓(xùn)都僅僅只是講課。而且大多數(shù)員工在被動(dòng)聽課時(shí)，都學(xué)習(xí)得不好，他們需要更積極地參與到學(xué)習(xí)中去。</p><p>　　培訓(xùn)，從另一方面說，通常包括親自參與、投入和課后對(duì)收獲的反饋等，它可以邊做邊學(xué)。能力的獲得比知識(shí)的學(xué)習(xí)更加重要，它能構(gòu)成真正的能量。真正的培訓(xùn)技巧,是指那種經(jīng)過培訓(xùn)后可以讓員工的技能得到明顯提高的策略。培訓(xùn)的目的是讓員工對(duì)所提供的一個(gè)給定任務(wù)進(jìn)行熟練地操作。訓(xùn)練的結(jié)果應(yīng)是有形的,這樣才能補(bǔ)充和支持公司

57、的財(cái)政穩(wěn)定。試想一下，如果你需要手術(shù),你希望主治醫(yī)生是在展示醫(yī)學(xué)院所學(xué)到的理論還是一個(gè)外科技術(shù)熟練的人?</p><p>　　最近,一些培訓(xùn)“大師”對(duì)人才培養(yǎng)模式的相關(guān)問題展開了討論,他們認(rèn)為,教育人們?nèi)绾嗡伎急冉趟麄兙唧w的技能更重要。培訓(xùn)經(jīng)理對(duì)這樣的觀點(diǎn)也比較認(rèn)同，他們認(rèn)為，思考和其他一樣也是一種技能。不言而喻,在未來,員工若想保住工作繼續(xù)生存，那就需要更好的決策能力以及解決問題的能力等。對(duì)于更高技能的需求也會(huì)

58、隨著時(shí)間的流逝而日益增加。對(duì)于員工來說,他們必須具有從事某項(xiàng)工作所必備的技能等。</p><p>　　最后一點(diǎn)是關(guān)于邊做邊學(xué)的。許多培訓(xùn)課程都集中在被認(rèn)為對(duì)公司和個(gè)人雙方都有利的員工行為以及方向發(fā)展的修改上。這也可能會(huì)是整個(gè)員工培訓(xùn)的基本目的。除非這些公司把培訓(xùn)的內(nèi)容定為特定的一些技能,然而,這個(gè)可能性很小。就其本身而言,關(guān)于正向地改變員工行為的想法是一個(gè)比較容易達(dá)到的目標(biāo)，但對(duì)于一些永久性的行為改變就比較難,因

59、為它必須和新能力的獲得聯(lián)系起來。當(dāng)員工學(xué)習(xí)新技能時(shí),他們的行為就會(huì)不可避免地會(huì)發(fā)生變化。行為改變可以看做是培訓(xùn)最好的副產(chǎn)品。</p><p><b>　　“軟技能”的培訓(xùn)</b></p><p>　　之前說到，邊做邊學(xué)的好處在很多年前就被認(rèn)可了。然而，很多公司繼續(xù)關(guān)注自己那些“感覺很好”的培訓(xùn)方案。和那些以具體、實(shí)用的能力進(jìn)行培訓(xùn)的方案正好相反，軟技能的培訓(xùn)方案通常涉

60、及到傾聽、溝通、團(tuán)隊(duì)合作、領(lǐng)導(dǎo)能力等方面。雖然這些能力在公司中比較受歡迎,但最有力的證據(jù)就是這些軟技能可以獲得有形的收益。把軟技能轉(zhuǎn)化成現(xiàn)實(shí)的生產(chǎn)力是每個(gè)在職人員需要思考的。</p><p>　　例如, 現(xiàn)在很多公司進(jìn)行的“團(tuán)隊(duì)”訓(xùn)練，管理者一般都不會(huì)先去界定培訓(xùn)的預(yù)期效果,或者在培訓(xùn)結(jié)束后考察員工如何更有效地去履行職責(zé)。團(tuán)隊(duì)訓(xùn)練，特別是在早期階段,一般包括各種群體決策的練習(xí),它的內(nèi)容一般是一些假設(shè)的情況,比如在

61、曠野里或沙漠中迷路了，資源又很少的情況下如何進(jìn)行決策等。參與者作為群體中的一員，應(yīng)根據(jù)群體的目標(biāo)以及相關(guān)因素進(jìn)行考慮并決策，團(tuán)隊(duì)訓(xùn)練就是通過一系列有方向性、有策略性的過程環(huán)節(jié)來培訓(xùn)的統(tǒng)稱。在團(tuán)隊(duì)訓(xùn)練中，管理者的想法是,可以通過訓(xùn)練了解員工對(duì)于一些假設(shè)性問題的處理方法，來推斷在以后面對(duì)類似情況的工作中，員工如何能更有效地去解決實(shí)際問題。雖然在員工培訓(xùn)計(jì)劃中，常常包括這些類似結(jié)構(gòu)化的經(jīng)驗(yàn)，但是它們不會(huì)成為培訓(xùn)的重點(diǎn)，這些訓(xùn)練只是加強(qiáng)了員工“

62、如何”處理的能力。</p><p>　　上述情形可以說明，關(guān)于軟技能的培訓(xùn)往往具有較大的趣味性、形式多樣性以及質(zhì)量較好等特點(diǎn)，但是很少涉及到那些可以轉(zhuǎn)化為行動(dòng)的認(rèn)識(shí)，這些認(rèn)識(shí)可以幫助員工積累實(shí)際的操作經(jīng)驗(yàn)。角色扮演，管理游戲，行為模擬等有助于員工表達(dá)想法，但在提煉有用的技能方面存在一定的不足。參加這樣的訓(xùn)練后，員工很少能有一個(gè)真正的“感覺”，在一個(gè)現(xiàn)實(shí)的環(huán)境中把所學(xué)的技能進(jìn)行落實(shí)。這樣,這類訓(xùn)練就沒有效果，只是浪

63、費(fèi)大家的時(shí)間和金錢而已。</p><p>　　我們要注意這些重要的信息,培訓(xùn)應(yīng)該只涉及有形資產(chǎn),動(dòng)手能力以及可觀察到的行為，而不應(yīng)該涉及感覺和情緒?！疤岣邌T工對(duì)質(zhì)量的追求”是一個(gè)不適當(dāng)?shù)呐嘤?xùn)目標(biāo)。這里很難解釋什么是“升值”,更不用說如何在一個(gè)以技能為基礎(chǔ)的環(huán)境中進(jìn)行授課。培訓(xùn)的目的是提高行為,而不是態(tài)度。培訓(xùn)目標(biāo)應(yīng)該集中在提高員工的技能和能力上,態(tài)度會(huì)隨著時(shí)間的推移自然發(fā)生變化。員工的培訓(xùn)計(jì)劃沒有必要深入研究員工

64、的情緒。</p><p><b>　　“培訓(xùn)經(jīng)理”的角色</b></p><p>　　“培訓(xùn)經(jīng)理”, 在任何頗具規(guī)模的公司里似乎都是一個(gè)很常見的頭銜。許多較小的公司也有其他名稱但職責(zé)一樣的培訓(xùn)人員。此外,多數(shù)大公司都有幾個(gè)專業(yè)的全職人員，他們唯一的職能就是評(píng)估員工對(duì)培訓(xùn)課程的需求，以及根據(jù)公司的需要制定相應(yīng)的培訓(xùn)計(jì)劃。雖然制定培訓(xùn)方案的時(shí)間往往和公司的規(guī)模及其他一些因

65、素有關(guān)，但是所有的培訓(xùn)經(jīng)理應(yīng)該有些共同的特點(diǎn)。最后,這些培訓(xùn)經(jīng)理必須證明他們的培訓(xùn)具有一定的效果，從而證明這個(gè)職位需要他們，畢竟，現(xiàn)在是一個(gè)問責(zé)制的時(shí)代。</p><p>　　沒有公司會(huì)認(rèn)真考慮把他們的生產(chǎn)業(yè)務(wù)給一個(gè)沒有制造經(jīng)驗(yàn)的人。然而,許多公司常常委托培訓(xùn)經(jīng)理做培訓(xùn)計(jì)劃,這些經(jīng)理沒有背景、專業(yè)知識(shí)和技能、或在該地區(qū)受過正規(guī)的有關(guān)員工培訓(xùn)的教育。管理者突然發(fā)現(xiàn)培訓(xùn)的需求，或根據(jù)公司總部的要求,與人力資源管理或其

66、他部門一起實(shí)施培訓(xùn)計(jì)劃。選擇一個(gè)合適的培訓(xùn)經(jīng)理確實(shí)是至關(guān)重要的一步，但這只是一個(gè)開始，在培訓(xùn)過程的所有階段，管理者必須毫不動(dòng)搖地去支持。</p><p>　　新的培訓(xùn)經(jīng)理應(yīng)該熟悉有關(guān)培訓(xùn)的基本概念以及專業(yè)技術(shù)等，參與本地或區(qū)域的培訓(xùn)會(huì)議是必須的。考慮到在當(dāng)?shù)匾恍┐髮W(xué)參加一兩門課程，培訓(xùn)課程的教學(xué)方法可以根據(jù)培訓(xùn)目標(biāo)進(jìn)行調(diào)節(jié)。加入相關(guān)協(xié)會(huì)或其他以培訓(xùn)為重點(diǎn)的組織也是明智的。和閱讀一樣，咨詢一下在其他公司的培訓(xùn)經(jīng)理總

67、是能得到一些幫助。要特別注意下，在相同的公司里什么已經(jīng)成功,什么還沒有效果。花點(diǎn)時(shí)間去準(zhǔn)備即將來臨的挑戰(zhàn)，并預(yù)測下那些不可避免的困難。只有通過不斷練習(xí)，積累經(jīng)驗(yàn)，才能掌握培訓(xùn)。</p><p><b>　　戰(zhàn)略計(jì)劃</b></p><p>　　培訓(xùn)經(jīng)理的主要職責(zé)之一是對(duì)員工的培訓(xùn)計(jì)劃持有一定的理由。為了證明利用有關(guān)的資源進(jìn)行培訓(xùn)后所獲得的成效，以下幾個(gè)領(lǐng)域必須得到解決

68、。培訓(xùn)的目標(biāo)與公司的戰(zhàn)略計(jì)劃要一致是當(dāng)務(wù)之急。這些目標(biāo)如何強(qiáng)化公司的使命，也是至關(guān)重要的。要設(shè)計(jì)一個(gè)能夠持續(xù)提高經(jīng)營能力的培訓(xùn)方案。同樣重要的是能夠跟蹤員工通過培訓(xùn)獲得新的技能而對(duì)生產(chǎn)力和質(zhì)量產(chǎn)生的積極影響。擁有一個(gè)全面戰(zhàn)略的培訓(xùn)計(jì)劃是絕對(duì)必要的。</p><p><b>　　時(shí)間和其他關(guān)鍵因素</b></p><p>　　成功的員工培訓(xùn)課程無論在財(cái)力還是人力資源方面

69、都需要大量的投入。培訓(xùn)開展的時(shí)間，也會(huì)對(duì)生產(chǎn)進(jìn)度有一定影響。進(jìn)行管理時(shí)通常要認(rèn)識(shí)這些因素所帶來的影響，因此在制定培訓(xùn)計(jì)劃時(shí)，要考慮成本有限和生產(chǎn)需求達(dá)到高峰時(shí)這兩種情況。此外，一些公司決定基于會(huì)議主題來確定培訓(xùn)的主題，并確定時(shí)間分配。這些都是關(guān)鍵的錯(cuò)誤，但這些卻是許多企業(yè)的特點(diǎn)。</p><p><b>　　總結(jié)思考</b></p><p>　　最后，精心設(shè)計(jì)的培訓(xùn)課