设计有效的职工培训计划[文献翻译] Designing effecive emloyee raining rogrammed.doc

1、外文翻译外文题目 Designing effective employee training programmed 外文出处 Training for Quality，2007（5）：P5257 外文作者 Aaron W. Hughey and Kenneth J. Mussnug 原文：Designing effective employee training programmedAaron W. Hughey and Kenneth J. MussnugEmployee training is far more prevalent today than it was ten years a

2、go. Today, almost all companies provide some type of training for their employees. For some companies, training is a very formal process. Entire departments are devoted to conducting both initial and ongoing employee training programmed. Other companies bring in outside consultants to conduct employ

3、ee training sessions. The motivation for providing such training varies considerably from organization to organization. A few companies are genuinely committed to enhancing the skills and competences of their workforce. Other companies conduct training primarily to meet required job safety regulatio

4、ns. Sadly, many companies conduct training simply for appearances sake. Regardless of the reasons or level of commitment to the process, the need for employee training has increased significantly in recent years. This increase is directly related to the rapidly expanding use of technology within soc

5、iety in general and business and industry in particular. It has also been precipitated by a renewed emphasis on quality and customer satisfaction, and the non-traditional management philosophies which are driven by those emphases. Moreover, companies are beginning to recognize that learning truly is

6、 a lifelong endeavor and developmental activities such as employee training have a profoundly positive impact on job satisfaction, productivity and, ultimately, overall profitability. The fact is that training, when carefully developed and appropriately implemented, can have a desirable impact on th

7、e bottom line. The underlying aim of all employee training is to increase efficiency. 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

8、 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 the total financial return on investment. Rather than detracting from the importance o

9、f employee training programmed, however, this view inherently provides the training manager with the kind of credibility essential to success. Training vs. education The tremendous power associated with learning through involvement has been recognized and accepted for most of the past century. But,

10、when it comes to employee 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. There is a significant difference between employee training and education-

11、particularly within the context of adult learning paradigms. Education typically takes place in a classroom and involves a transfer of knowledge through the use of formal methods such as lectures and directed discussion. Participants learn new and relevant information, but the acquisition of new ski

12、lls and competences, designed to enhance profitability or quality is usually not the intended outcome; i.e. their ability to actually do something new is often not exploited. In other words, knowing about a skill is not the same as being skilful. Adults learn more efficiently when they are allowed t

13、o talk about the subject, relate it to their own experiences, and discover the 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 provided u

14、sing the lecture format and many training sessions are lecture-based simply because of the time commitment involved. Yet most employees simply do not learn very well when they are talked to. They need to be more actively involved in the learning experience. Training, on the other hand, typically ent

15、ails personal 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 are enhanced until the competence level is visibly enhanced. Training aims

16、 to provide employees with proficiency in the execution of given tasks. The outcomes of training should be tangible, in that they should complement and support the companys financial stability. Think about it. If you needed an operation, would you want a physician performing the procedure who is edu

17、cated in medical theory or one who is trained in surgical technique? 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 skills. The response of the informed training manager to

18、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 problem-solving skills to survive and remain employable. But their need for highly specific skills and competences will only increase with

19、the passing of time. For someone to be functional, they have to be able to do something. A final note about learning by doing. Many training programmed focus on the modification of employee behavior in a direction that is deemed advantageous to both the company and the individual. This may even be t

20、he primary purpose of the entire training programmed. Unless these types of training ventures focus on 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 behavior chang

21、e to be permanent, it must be linked to the acquisition of new competences. When employees learn new skills, their behavior inevitably changes. Behavior change is best realized as a by-product of other forms of training. Soft skills training As alluded to previously, the benefits of a learning-by-do

22、ing approach to employee training have been recognized for years. Still, many companies continue to focus on so- called 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 list

23、ening, communication, teamwork, leadership, etc. Although these topics are generally well received, the evidence seems to be that they are the least effective in terms of tangible gains. Most soft skills training is never put into actual practice - i.e. the information covered in these types of trai

24、ning sessions is almost never utilized in concrete, on-the-job situations. For example, a lot of companies today are conducting team training without 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

25、. Team training, especially in its early stages, typically involves 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 establish priorities and proceed

26、 collectively. The idea is that employees will be able to see a connection between how they would handle a hypothetical problem and how they should handle similar on-the-job situations. But translating the classroom experience into specific skills that employees actually integrate into their job per

27、formance is extremely challenging. While these kinds of structured experiences probably have a place in employee training programmed, they should never be allowed to become a primary emphasis. They sometimes serve a good diversionary or stress-relieving purpose, but they are simply not in the same l

28、eague with technical training that enhances the how to repertoire of employees. 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 that help emp

29、loyees 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 attend such training rarely get a real feel for how to implement what is presented in a realistic

30、context. As such, this type of training routinely amounts to nothing more than a rather expensive waste of everyones time and money. It is important to remember that training should only involve tangible, hands-on skills and observable behaviors. Training goals and objectives should not involve feel

31、ings and emotions. To enhance the employees appreciation of quality is not an appropriate training objective. It is difficult to explain what appreciation 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 o

32、bjectives focused on skills and competences - attitudinal changes will occur spontaneously with time. Employee training programmed simply have no cause to delve into the affective domain.The role of the training manager Training manager seems to be a fairly common job title in any company of conside

33、rable size. Many smaller 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 assess training needs and institute training programmed based on t

34、he companys needs. While the length of time spent managing a training programmed tends to be related to company size and other factors, all training managers share at least one common characteristic. Eventually, they have to demonstrate the effectiveness of their training pursuits and thus justify t

35、he need for their position. This is, after all, the age of accountability. Few companies 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 n

36、o background, 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 implementing a training programmed to someone in human resources or a rela

37、ted department. While the selection of an appropriate training manager is indeed a crucial first step, it is only a beginning. Unwavering management support must permeate all phases of the training process. New training managers should make it a point to educate themselves about fundamental training

38、 concepts and techniques. Attendance at local or regional 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 be advisable to join rel

39、evant associations and other organizations that have employee training as their focus. Reading always helps, as does seeking advice from training managers at other companies. Pay particular attention to what has been successful, and what has not worked so well, at similar companies. Take a little ti

40、me to prepare for the challenges that lie ahead and to anticipate the inevitable difficulties that will be encountered. Training is a process that can only be mastered through experience and practice. The strategic plan One of the training managers primary responsibilities involves the perpetual jus

41、tification of employee training initiatives. To substantiate the effectiveness of a training programmed in relation to the resources that it requires, several areas must be addressed. It is imperative that the goals of training be in line with the companys strategic plan. How those goals reinforce t

42、he larger mission of the company is also vital to the continued viability of the training programmed. Equally important is the ability to track both individual and collective employee progress to show explicitly how the acquisition of new skills and competences has a positive impact on productivity

43、and quality. Having a comprehensive strategic training plan is absolutely essential.Time and other critical factorsSuccessful employee training programmed demand a significant investment in terms of both financial and human resources. They can also take up a great deal of time which can adversely af

44、fect production schedules and deadlines. Management is usually aware of these factors and therefore tends to question the necessity of employee training programmed when revenues are scarce and/or production demands are at a peak. Moreover, some companies decide on training topics based on session ti

45、tles and/or other arbitrary considerations and predetermined time allotments. These are critical mistakes, but they are characteristic of many companies.Concluding thoughtsFinally, a well-designed training programmed has built-in reinforcement. It is not necessary to reinforce learning if the skills

46、 and competences emphasized during the training really assist employees in 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 in enh

47、ancing job completion.（节选）译文：设计有效的职工培训计划亚伦W.哈格赫，肯尼思J.马斯纳格和10年前相比，如今对新员工进行完善的入职培训已十分普遍。现在，几乎所有的公司都会为新进员工提供一定的培训。对一些公司来说，入职培训是非常正式的，所有的部门都要为创造一个初步的、持续的员工培训方案而努力，也有一些公司会请外部专业人员来进行培训。每个公司培训的动机是各不相同的，一些是想真正提升员工的工作技能和其他能力的，而另一些是为了符合工作安全章程的规定。可悲的是，很多公司的培训制度只是为了装装门面而已。不论培训的原因是什么，培训的程度怎么样，在近几年，员工对培训的需求大大增加，它

48、和社会科技的快速发展，尤其是商业和工业的发展直接相关。对产品质量和客户满意度的再度重视，以及因此产生的非传统管理理念也使培训需求大大增加。而且，公司开始意识到，真正地学习是一项终身努力的事，是不断发展的，就像职工培训有利于提高员工的工作满意度、公司的生产力和最终的全部收益一样。事实上，只要谨慎发展，合理执行，培训能影响公司发展的最终结果，使大家可以有一个比较满意的结果。员工培训的基本目的是提高工作效率，其他结果都是辅助的或者是附带的。当目标达到时，例如促进了员工个人或专业的发展后，大多数的培训就不再需要特意地去形成第一推动力。公司的存在是为了获取利益，大多数管理者会根据收益最大化的一面去做决定

49、。管理者都认为为员工提供培训只是提升整个金融投资回报的一种新方法。这并没有减弱培训计划的重要性，但却从本质上给予培训经理一种取得必然成功的信任度。培训和教育在过去的一百年里，人们通过学习参与，已经意识到培训的重要性并接受了它所产生的巨大能量。但是,当谈到员工培训,尤其是经济资源有限的时候，许多公司似乎倾向于一种收效较小但成本节约的方法，他们将培训转换成了教育。培训和教育有着显著的差别，尤其是以成人学习为例。教育通常发生在教室里,它包括以正式的方法将知识传授给你,比如讲座和直接的讨论等。参与者学习新的相关知识，但以增加收益，提高质量为目的的新技术的学习及能力的获得往往得不到实现，即他们的创造能力往往得不到开发。换句话说，了解一项技能的人和拥有一项技能的人是不一样的。当成人讨论这些知识并联系自己的经验进而去发