2917.B梅縣供電企業(yè)人力資源培訓(xùn)淺析 外文參考文獻(xiàn)譯文及原文doc

1、本科畢業(yè)設(shè)計(jì)（論文）外文參考文獻(xiàn)譯文及原文 學(xué) 院 經(jīng)濟(jì)管理學(xué)院 專(zhuān) 業(yè) 工商管理 年級(jí)班別 學(xué) 號(hào) 學(xué)生姓名 指導(dǎo)教師 年 月 日contents1 外文文獻(xiàn)譯文.11.1 培訓(xùn)概述11.1.1 培訓(xùn)與學(xué)習(xí).11.1.2 有關(guān)培訓(xùn)的法律要求.21.2 培訓(xùn)需求評(píng)估2 1.2.1 任務(wù)分析：評(píng)估新雇員的培訓(xùn)需求3 1.2.2 工作績(jī)效分析.3 1.2.3 建立培訓(xùn)目標(biāo).41.3 培訓(xùn)與培訓(xùn)技術(shù)41.3.1 在職培訓(xùn).41.3.2 工作指導(dǎo)培訓(xùn).51.3.3 講座.51.3.4 視聽(tīng)技術(shù).51.3.5 遠(yuǎn)距離培訓(xùn).61.3.6 程序化教學(xué).61.3.7 新雇員培訓(xùn)或模擬培訓(xùn).62 foreign

2、 literature text.82.1 training summarize.82.1.1 training and learning.92.1.2 legal aspects of training92.2 training needs analysis102.2.1 task analysis: assessing the training needs of new employees102.2.2 performance analysis.11 2.2.3 setting training objectives11 2.3 training techniques122.3.1 on-

3、the-job training122.3.2 job instruction training132.3.3 lectures132.3.4 audiovisual techniques132.3.5 teletraining142.3.6 programmed learning142.3.7 vestibule or simulated training141 外文文獻(xiàn)譯文1.1 培訓(xùn)概述培訓(xùn)就是給新雇員或現(xiàn)有雇員傳授其完成本職工作所必需的基本技能的過(guò)程。因此，培訓(xùn)可以是給一個(gè)機(jī)械工演示如何操作他的新機(jī)器，也可以是給一個(gè)推銷(xiāo)員示范怎樣賣(mài)出公司產(chǎn)品，或者是向一個(gè)新的主管講授如何與雇員面談、如

4、何評(píng)價(jià)雇員。技術(shù)培訓(xùn)的目的是為雇員提供完成其目前工作所必需的技能；而管理能力開(kāi)發(fā)（見(jiàn)本書(shū)第八章）則是一種比較長(zhǎng)期的培訓(xùn)，其目的是為組織發(fā)展或解決某些組織問(wèn)題（如部門(mén)間溝通不暢）而可能出現(xiàn)的某些未來(lái)的工作，開(kāi)發(fā)現(xiàn)在的或?qū)?lái)的管理人員。但是，培訓(xùn)中使用的技術(shù)與開(kāi)發(fā)所使用的技術(shù)通常是相同的。因此，對(duì)培訓(xùn)和開(kāi)發(fā)做嚴(yán)格劃分總是有些武斷。 今天培訓(xùn)的目的比以往要廣泛得多。在過(guò)去，大多數(shù)公司習(xí)慣于將培訓(xùn)作為一項(xiàng)相當(dāng)狹小的日常事務(wù)，其目的通常是傳授從事工作所必需的技術(shù)技能，典型的如培訓(xùn)裝配工焊接線路；培訓(xùn)銷(xiāo)售人員洽談生意；教教師制定一堂課的計(jì)劃。 培訓(xùn)作用的擴(kuò)展也反映出某專(zhuān)家所說(shuō)的“經(jīng)濟(jì)競(jìng)爭(zhēng)游戲有新規(guī)則”這一

5、事實(shí)。在今天，僅僅很能勝任工作是不夠的。在當(dāng)今世界中生存和發(fā)展的企業(yè)需要速度和靈活性，要能滿足顧客在質(zhì)量、品種、專(zhuān)門(mén)定制、方便、省時(shí)方面的需求。而要適應(yīng)這些新的標(biāo)準(zhǔn)需要有一支不僅僅是接受過(guò)技術(shù)培訓(xùn)的雇員隊(duì)伍，而且要求雇員們能夠分析和解決與 工作有關(guān)的問(wèn)題，卓有成效地在團(tuán)隊(duì)中工作，靈活善變，迅速適應(yīng)工作轉(zhuǎn)換。遺憾的是，存在著一種“培訓(xùn)差距”，并且這種差距可能還在擴(kuò)大。雖然某些公司，如ibm公司、施樂(lè)公司、得克薩斯設(shè)備公司、摩托羅拉公司將其雇員工資總額的510用于雇員培訓(xùn)活動(dòng)，但美國(guó)企業(yè)平均培訓(xùn)投資不足工資總額的2。專(zhuān)家估算，4290的美國(guó)工人需要接受進(jìn)一步培訓(xùn)方能跟上發(fā)展的速度。無(wú)論如何，培訓(xùn)正

6、在作為改進(jìn)雇員工作能力的一種手段走上中心舞臺(tái)。1.1.1 培訓(xùn)與學(xué)習(xí) 從根本上看，培訓(xùn)是一種學(xué)習(xí)過(guò)程。因此，要進(jìn)行雇員培訓(xùn)就有必要了解有關(guān)人類(lèi)學(xué)習(xí)的一些知識(shí)。下面是一些建議： 首先，有意義的資料更易于受訓(xùn)者理解和記憶。1. 在培訓(xùn)開(kāi)始時(shí)，給受訓(xùn)者提供有關(guān)資料的概覽，使之了解整個(gè)學(xué)習(xí)資料的狀況。2. 在介紹資料時(shí)運(yùn)用各種相似的實(shí)例。3. 按邏輯順序組織整理資料并有目的地將資料劃分成單元，以便講解。4. 對(duì)受訓(xùn)者盡量使用其已熟悉的術(shù)語(yǔ)和概念。5. 盡可能多地運(yùn)用直觀教具。第二，確信有利于將知識(shí)從培訓(xùn)場(chǎng)所轉(zhuǎn)到工作場(chǎng)所。1. 盡量使學(xué)習(xí)環(huán)境與工作環(huán)境相似。2. 提供適當(dāng)?shù)呐嘤?xùn)學(xué)習(xí)機(jī)會(huì)。3. 對(duì)所學(xué)機(jī)器

7、的每個(gè)特征或工作流程的每個(gè)步驟都給出標(biāo)記或確定。第三，激發(fā)受訓(xùn)者。1. 人們通過(guò)在干中學(xué)，學(xué)習(xí)效果最好。要盡量提供盡可能真實(shí)的實(shí)踐機(jī)會(huì)。2. 對(duì)受訓(xùn)者正確的回答及時(shí)給予肯定，也許是很快地說(shuō)聲“干得好”，這樣他們的學(xué)習(xí)效果最佳。3. 受訓(xùn)者在按自定的進(jìn)度學(xué)習(xí)時(shí)，其學(xué)習(xí)效果最佳。如果可能的話，讓受訓(xùn)者自定進(jìn)度。1.1.2 有關(guān)培訓(xùn)的法律要求根據(jù)公平就業(yè)法，所有因年齡、種族、性別、原國(guó)籍而不公正地區(qū)別對(duì)待或歧視求職者或現(xiàn)有雇員均為非法。因此，也必須從培訓(xùn)計(jì)劃對(duì)婦女和少數(shù)民族地影響的角度來(lái)評(píng)價(jià)你的培訓(xùn)計(jì)劃。例如，在該培訓(xùn)計(jì)劃有不利影響和幾乎沒(méi)有婦女或少數(shù)民族雇員入選參加該培訓(xùn)計(jì)劃時(shí)，你可能被要求必須說(shuō)

8、明批準(zhǔn)參加培訓(xùn)的程序是正當(dāng)?shù)?，即這些程序預(yù)示正在接受培訓(xùn)者所從事工作的績(jī)效。同樣，假設(shè)你打算用“完成培訓(xùn)”作一項(xiàng)工作標(biāo)準(zhǔn)，那么，你應(yīng)當(dāng)努力說(shuō)明這個(gè)培訓(xùn)計(jì)劃對(duì)婦女或少數(shù)民族雇員沒(méi)有不利影響。具體地說(shuō)，這些雇員應(yīng)有與男性白人雇員同樣多的圓滿完成培訓(xùn)計(jì)劃的機(jī)會(huì)。如果他們沒(méi)有這種機(jī)會(huì)，就應(yīng)論證這個(gè)培訓(xùn)計(jì)劃的合法性。例如，可能證實(shí)你的培訓(xùn)手冊(cè)的閱讀水平對(duì)許多少數(shù)民族受訓(xùn)者來(lái)說(shuō)是太高了，也可能正是這個(gè)培訓(xùn)計(jì)劃與他們?yōu)橹邮芘嘤?xùn)的工作才能相距甚遠(yuǎn)，因此他們?cè)谟?jì)劃實(shí)施中表現(xiàn)不佳。這種情況下，你的培訓(xùn)計(jì)劃可能被認(rèn)為是有歧視性的。1.2 培訓(xùn)需求評(píng)估開(kāi)展培訓(xùn)活動(dòng)的第一步就是要確定需要進(jìn)行什么培訓(xùn)，如果是有需求的

9、話。評(píng)估從事新工作的雇員的培訓(xùn)需求是相當(dāng)簡(jiǎn)明的事情。你的主要任務(wù)就是確定這項(xiàng)工作的要求并將它劃分為一些子任務(wù)，然后將每項(xiàng)子任務(wù)告訴給這個(gè)新雇員。而評(píng)估已在崗位雇員的培訓(xùn)需求則可能比較復(fù)雜一些。這種培訓(xùn)需求通常是由問(wèn)題（如廢品超額）引出的，因此，你還有一個(gè)任務(wù)就是確定培訓(xùn)是不是解決問(wèn)題的辦法。例如，工作績(jī)效下降往往是因?yàn)楣ぷ鳂?biāo)準(zhǔn)不清或從事工作的人缺乏動(dòng)力。任務(wù)分析與工作績(jī)效分析是確定培訓(xùn)需求的兩個(gè)主要技術(shù)。在一次調(diào)查中19左右的雇主說(shuō)他們采用任務(wù)分析（task analysis），即對(duì)工作做詳細(xì)的研究以確定必需的技能，以便實(shí)施適當(dāng)?shù)呐嘤?xùn)計(jì)劃。任務(wù)分析特別適用于確定從事新工作的雇員的培訓(xùn)需求。工作

10、績(jī)效分析（performance analysis）是指對(duì)已在崗雇員的工作績(jī)效做細(xì)致的研究，以確定培訓(xùn)是否可以減少像廢品量大或產(chǎn)量低一類(lèi)的工作績(jī)效問(wèn)題。據(jù)報(bào)道，用于確定培訓(xùn)需求的其他手段包括主管人員的報(bào)告、人事記錄、管理部門(mén)要求、觀察、工作知識(shí)測(cè)驗(yàn)以及問(wèn)卷調(diào)查。培訓(xùn)也要反映你企業(yè)的整體人力資源規(guī)劃以及企業(yè)的目標(biāo)。例如，假設(shè)一家百貨連鎖商店打算將南部連鎖店增加一倍，這就意味著必須制定這些新店的人員配置計(jì)劃。這些計(jì)劃會(huì)轉(zhuǎn)而要求為計(jì)劃的連鎖店開(kāi)張選拔和培訓(xùn)雇員。1.2.1 任務(wù)分析：評(píng)估新雇員的培訓(xùn)需求任務(wù)分析用以確定從事新工作的雇員的培訓(xùn)需求。對(duì)低層次工作而言，通常是雇用沒(méi)有經(jīng)驗(yàn)的人員并對(duì)他們進(jìn)行

11、培訓(xùn)。在這種情況下，你的目的是為保證良好的工作績(jī)效而進(jìn)行必要的技能和知識(shí)開(kāi)發(fā)，因此通常根據(jù)任務(wù)分析詳細(xì)研究某項(xiàng)工作以確定需要什么專(zhuān)門(mén)技能，如裝配工的焊接技術(shù)，主管人員的面談技巧等來(lái)開(kāi)展培訓(xùn)。1.2.2 工作績(jī)效分析工作績(jī)效分析是指核驗(yàn)當(dāng)前工作績(jī)效與要求的工作績(jī)效之間的差距，并確定是應(yīng)當(dāng)通過(guò)培訓(xùn)來(lái)糾正這種差距，還是應(yīng)通過(guò)其他方式（如更換機(jī)器或調(diào)動(dòng)雇員）來(lái)糾正。第一步是要評(píng)價(jià)雇員的工作績(jī)效。換句話說(shuō)，就是要改進(jìn)雇員的工作績(jī)效。你必須先確定你希望這個(gè)雇員的工作績(jī)效是什么樣的，而目前他的工作績(jī)效又是什么樣的。工作績(jī)效分析的核心是要區(qū)分不能做和不愿做的問(wèn)題。首先，確定是否為不能做。如果是不能做，就要了解

12、具體原因，包括：雇員不知道要做什么或不知道你的標(biāo)準(zhǔn)是什么；系統(tǒng)中的障礙，如缺乏工具或原料；需要工作輔助設(shè)備，如彩色編碼電線，其可使裝配工知道哪條線走向哪里；人員選拔失誤導(dǎo)致雇用不具備工作所需技能的人；或者培訓(xùn)不夠。其次，也可能是不愿做的問(wèn)題，這是指如果雇員想做的話他們可以把工作做好。如果是不愿做，可能就得改變獎(jiǎng)勵(lì)制度，也可能要建立一種激勵(lì)制度。1.2.3 建立培訓(xùn)目標(biāo)建立具體的、可量度的培訓(xùn)目標(biāo)是通過(guò)確定培訓(xùn)需求應(yīng)達(dá)到的最終目標(biāo)。例如：如果有工具箱和使用手冊(cè)，該技術(shù)代理人就能夠按照手冊(cè)中的規(guī)范在20分鐘內(nèi)校準(zhǔn)這臺(tái)施樂(lè)復(fù)印機(jī)的定位（沿紙邊的黑線）。目標(biāo)詳細(xì)說(shuō)明圓滿完成培訓(xùn)計(jì)劃后受訓(xùn)者能夠做到的事

13、情。因此，目標(biāo)為接受培訓(xùn)和實(shí)施培訓(xùn)的人提供了共同的努力方向，也為評(píng)價(jià)計(jì)劃是否成功提供了基準(zhǔn)。1.3 培訓(xùn)與培訓(xùn)技術(shù)在確定雇員培訓(xùn)需求并建立培訓(xùn)目標(biāo)后，就可以實(shí)際開(kāi)展培訓(xùn)了。下面介紹目前最流行的一些培訓(xùn)技術(shù)的有點(diǎn)和不足。1.3.1 在職培訓(xùn)在職培訓(xùn)（on the job training，ojt）是指讓一個(gè)人通過(guò)實(shí)際做某項(xiàng)工作來(lái)學(xué)會(huì)做這項(xiàng)工作。事實(shí)上，從收發(fā)室辦事員到公司總裁，從進(jìn)入公司開(kāi)始就得到某種在職培訓(xùn)。在許多企業(yè)中，ojt都是雇員們惟一能得到的培訓(xùn)。這通常表現(xiàn)為安排新雇員跟著有經(jīng)驗(yàn)的雇員或主管人員學(xué)做工作，由這些有經(jīng)驗(yàn)的工人或主管人員來(lái)實(shí)施培訓(xùn)。在職培訓(xùn)有幾種類(lèi)型，人們最熟悉的是教練或?qū)?/p>

14、習(xí)方法，即由一位有經(jīng)驗(yàn)的工人或直接主管人員在工作崗位上對(duì)雇員進(jìn)行培訓(xùn)的方法。在較低層次上，這種輔導(dǎo)可能只是讓受訓(xùn)者通過(guò)觀察主管人員工作掌握機(jī)械操作技能。但這種技術(shù)也可以在高層管理人員培訓(xùn)中廣泛應(yīng)用。例如，助理職務(wù)通常就是用于培訓(xùn)和開(kāi)發(fā)企業(yè)未來(lái)高層管理人員的。讓雇員（一般是接受管理培訓(xùn)的人）在預(yù)訂時(shí)期內(nèi)變換工作崗位的工作輪換是另一種ojt技術(shù)。同樣，特別任務(wù)法也是讓基層管理人員學(xué)習(xí)獲得解決實(shí)際工作問(wèn)題的第一手經(jīng)驗(yàn)的方法。ojt有個(gè)優(yōu)點(diǎn)：它比較省錢(qián)，受訓(xùn)者邊干邊學(xué)，不需要像教室或教學(xué)計(jì)劃要求的教學(xué)手段一類(lèi)花錢(qián)較多的脫產(chǎn)培訓(xùn)設(shè)施。同時(shí)，這種方法也能促進(jìn)學(xué)習(xí)，因?yàn)槭苡?xùn)者通過(guò)實(shí)干來(lái)學(xué)習(xí)，能夠迅速得到他們

15、工作行為正確與否的反饋。但是，在設(shè)計(jì)ojt培訓(xùn)計(jì)劃時(shí)，要牢記幾個(gè)與實(shí)施培訓(xùn)者有關(guān)的因素。實(shí)施培訓(xùn)的人應(yīng)當(dāng)接受?chē)?yán)格的訓(xùn)練，掌握必需的培訓(xùn)資料（但實(shí)際情況往往是，企業(yè)有關(guān)人員對(duì)一個(gè)有經(jīng)驗(yàn)的工人說(shuō)：“你去培訓(xùn)約翰。”）。應(yīng)當(dāng)對(duì)被選作培訓(xùn)教師的有經(jīng)驗(yàn)的人進(jìn)行有關(guān)指導(dǎo)方法的全面培訓(xùn)，尤其要讓他們了解我在前面講過(guò)的那些學(xué)習(xí)的原理和接下來(lái)我們要討論的工作指導(dǎo)技術(shù)。1.3.2 工作指導(dǎo)培訓(xùn)許多工作都是由一系列有邏輯順序的步驟組成的，那么最好是一步一步地來(lái)教。這種逐步漸進(jìn)的過(guò)程被稱(chēng)作工作指導(dǎo)培訓(xùn)（job instruction training, jit）。它包括依照適當(dāng)?shù)倪壿嬳樞蛄谐瞿稠?xiàng)工作中必需的所有步驟。

16、同時(shí)，還要在每個(gè)步驟旁列出相應(yīng)的“要點(diǎn)”（如果有的話）。這些步驟說(shuō)明要做些什么，而這些要點(diǎn)則說(shuō)明怎樣完成這些步驟以及原因。1.3.3 講座講座有幾個(gè)優(yōu)點(diǎn)。它是一種迅速、簡(jiǎn)捷地同時(shí)向許多受訓(xùn)人傳授知識(shí)的方式，例如，當(dāng)銷(xiāo)售人員必須了解某些新產(chǎn)品的特點(diǎn)時(shí)，就可采用講座的方式。又是用書(shū)籍、手冊(cè)等書(shū)面材料也可以代替講座，但這些資料的印刷費(fèi)用可能比較高，而且，用書(shū)面材料不能像講座那樣讓人提問(wèn)并得到解答。1.3.4 視聽(tīng)技術(shù)利用電影、閉路電視、錄音帶或錄像帶等可以產(chǎn)生很好的效果，因此，這種技術(shù)得到廣泛的應(yīng)用。例如，在韋爾霍伊塞公司（weyerhaeuser company），kwai河上的橋等電影就已經(jīng)作為

17、公司管理人員學(xué)校開(kāi)展人際關(guān)系討論的基礎(chǔ)。福特汽車(chē)公司在其經(jīng)銷(xiāo)商培訓(xùn)討論會(huì)上，用電影來(lái)模擬處理各種客戶投訴問(wèn)題和回應(yīng)。視聽(tīng)手段比一般講座花錢(qián)多些，但它有一些長(zhǎng)處。請(qǐng)考慮在一下場(chǎng)合運(yùn)用視聽(tīng)手段：1. 在需要描述一段時(shí)間內(nèi)應(yīng)如何遵循某種特定次序時(shí)，例如在培訓(xùn)電線焊接或電話修理技術(shù)時(shí)，視聽(tīng)手段的動(dòng)作靜止、直接回答、快速和慢速運(yùn)動(dòng)功能可能是很有用的。2. 在需要向受訓(xùn)者展示一般講座中難以表明的事情時(shí)，例如，一次生動(dòng)的工廠參觀，或參看體外循環(huán)心臟手術(shù)錄像。3. 在對(duì)整個(gè)組織的所有人員進(jìn)行培訓(xùn)時(shí)，如果讓培訓(xùn)教師一個(gè)地方一個(gè)地方去講，成本太高。在你公司購(gòu)置影像帶時(shí)，可有三種選擇：你可以買(mǎi)現(xiàn)成的錄像帶或影片；可

18、以自己制作；也可以請(qǐng)某個(gè)生產(chǎn)廠家為你們制作影像。目前有許多企業(yè)發(fā)行視聽(tīng)節(jié)目目錄，主題很廣泛，從求職面試到動(dòng)物園管理，應(yīng)有盡有。1.3.5 遠(yuǎn)距離培訓(xùn)目前，有的企業(yè)還在嘗試進(jìn)行遠(yuǎn)距離培訓(xùn)。使用這種技術(shù)，通過(guò)電視接收臺(tái)，培訓(xùn)教師在中心地點(diǎn)可以對(duì)許多邊遠(yuǎn)地方的雇員進(jìn)行培訓(xùn)。例如，amp公司利用衛(wèi)星對(duì)其在美國(guó)165個(gè)地方以及27個(gè)其他國(guó)家的工程師和技術(shù)員進(jìn)行培訓(xùn)（該公司制造電及電子通訊設(shè)備）。為降低一個(gè)培訓(xùn)計(jì)劃的成本，amp提供教學(xué)節(jié)目?jī)?nèi)容，pbs會(huì)員機(jī)構(gòu)賓西法尼亞哈里斯堡的第33頻道wtif為amp在北美的五個(gè)工廠提供播送培訓(xùn)節(jié)目所必需的設(shè)備和專(zhuān)業(yè)人員。1.3.6 程序化教學(xué)程序化教學(xué)（progra

19、mmed learning）指?jìng)魇诠ぷ骷寄艿南到y(tǒng)方法，包括提出疑問(wèn)或事實(shí)，讓學(xué)習(xí)者回答，對(duì)其準(zhǔn)確的回答及時(shí)給予反饋。無(wú)論用教科書(shū)還是計(jì)算機(jī)作為程序化教學(xué)手段，程序化教學(xué)手段都有三種功能：1. 向?qū)W習(xí)者提出疑問(wèn)、事實(shí)或問(wèn)題；2. 讓學(xué)習(xí)者回答；3. 對(duì)學(xué)習(xí)者的正確回答給予反饋。程序化教學(xué)的主要優(yōu)點(diǎn)在于它減少將近1/3的培訓(xùn)時(shí)間。根據(jù)前面列舉的學(xué)習(xí)原理，程序化教學(xué)也可有助于學(xué)習(xí)，因?yàn)樗寣W(xué)習(xí)者按自定進(jìn)度學(xué)習(xí)，提供及時(shí)反饋，減少出錯(cuò)的風(fēng)險(xiǎn)。但另一方面，學(xué)習(xí)者通過(guò)程序化教學(xué)學(xué)到的東西，不比其通過(guò)教科書(shū)學(xué)到的多。因此，要根據(jù)程序化教學(xué)是加速學(xué)習(xí)而不是改進(jìn)學(xué)習(xí)的事實(shí)，來(lái)權(quán)衡制作程序化教學(xué)手冊(cè)和軟件的成本。

20、1.3.7 新雇員培訓(xùn)或模擬培訓(xùn)新雇員培訓(xùn)或模擬培訓(xùn)（vestibule or simulated training）是以脫產(chǎn)方式讓受訓(xùn)者用其在工作中將要使用的設(shè)備或模擬設(shè)備學(xué)習(xí)的一種培訓(xùn)。如飛行員培訓(xùn)。利用這種技術(shù)開(kāi)展培訓(xùn)可以減少開(kāi)支和危險(xiǎn)性。所以說(shuō)新雇員培訓(xùn)是讓受訓(xùn)者不在實(shí)際工作崗位上，但能取在崗培訓(xùn)之長(zhǎng)的一種培訓(xùn)技術(shù)。新雇員培訓(xùn)能適應(yīng)那些需要在崗培訓(xùn)，但讓雇員在實(shí)際工作崗位上接受培訓(xùn)太危險(xiǎn)或成本太高的培訓(xùn)要求。這種方法對(duì)培訓(xùn)流水線新雇員很有效，因?yàn)橹苯訉⑦@些雇員安排在工作中培訓(xùn)可能降低生產(chǎn)率。同樣，在崗位培訓(xùn)存在嚴(yán)重的安全問(wèn)題時(shí)，例如飛行員培訓(xùn)，這種培訓(xùn)方法可能是惟一可行的選擇。有時(shí)，新

21、雇員培訓(xùn)可能只需在不同的房間安裝受訓(xùn)者在實(shí)際工作中將要使用的設(shè)備，但在很多時(shí)候，這種培訓(xùn)都需要使用模擬設(shè)備。2 foreign literature text2.1 training summarizetraining gives new or present employees the skills they need to perform their jobs. training might thus mean showing a machinist how to operate his new machine, a new salesperson how to sell her firm

22、s product, or a new supervisor how to interview and appraise employees. whereas training focuses on skills needed to perform employees current jobs, employee and management development (explained in chapter 8) is training of a long-term nature. its aim is to develop current or future employees for f

23、uture jobs with the organization or to solve an organizational problem concerning, for instance, poor interdepartmental communication. the techniques used in both training and development are often the same, however, and the distinction between the two is always somewhat arbitrary.in fact, trainings

24、 purposes are broader today than they have been in the past. companies used to emphasize process trainingteaching the technical skills required to perform jobs, such as training assemblers to solder wires or teachers to devise lesson plans.in summary, the expansion of trainings role reflects the fac

25、t “the game of economic competition has new rules.” in particular, its no longer enough to just be efficient. thriving today requires that the firm be fast and responsive. and it requires responding to customers needs for quality, variety, customization, convenience, and timeliness. meeting these ne

26、w standards requires a work force that is more than just technically trained. it requires people who are capable of analyzing and solving job-related problem, working productively in teams, and “switching gears” and shifting from job to job as well.unfortunately, a “training gap” exists and may even

27、 be widening. while some companies-ibm, xerox, texas instruments, and motorola, for instance-devote 5% to 10% of their payroll dollars to training activities, the average training investment by u.s. firms (while large in dollar terms) is less than 2% of payroll. experts estimate that between 42% and

28、 90% of u.s. workers need further training to get them up to speed. in any case, training is moving to center stage as a means of improving employers competitiveness.2.1.1 training and learningtraining is essentially a learning process. to train employees, therefore, it is useful to know something a

29、bout how people learn. some suggestions based on learning theory follow:first, it is easier for trainees to understand and remember material that is meaningful:1. at the start of training, provide the trainees with a birds-eye view of the material to be presented. knowing the overall picture facilit

30、ates learning.2. use a variety of familiar examples when presenting material.3. organize the material so that it is presented in a logical manner and in meaningful units.4. try to use terms and concepts that are already familiar to trainees.5. use as many visual aids as possible.second, make sure it

31、 is easy to transfer new skills and behaviors from the training site to the job site:1. maximize the similarity between the training situation and the work situation. 2. provide adequate training practice.3. label or identify each feature of the training situation and/or step in the process.third, m

32、otivate the trainee:1. people learn best by doing. try to provide as much realistic practice as possible.2. trainees learn best when correct responses are immediately reinforced, perhaps with a quick “well done.”3. trainees learn best at their own pace. if possible, let trainees pace themselves.2.1.

33、2 legal aspects of trainingunder equal employment legislation several aspects of your training program must be assessed with an eye toward the programs impact on women and minorities. for example, having relatively few women or minorities selected for the training program may require showing that th

34、e admissions procedures are valid-that they predict performance on the job which the person is being trained.similarly, suppose completing the training program is a prerequisite for promotion. you should then be able to show that training program itself has no adverse impact on women or minorities.

35、in other words, members of protected groups should have as much chance of successfully completing the training as do white males. if they do not, the validity of the training requirements should be demonstrated. for example, it could turn out that the reading level of your training manuals is too hi

36、gh for many minority trainees, and that they are thus doing poorly in the program quite aside from their aptitude for the jobs for which they are being trained. the training program might then be found to be unfairly discriminatory.2.2 training needs analysisthe first step in training is to determin

37、e what training, if any, is required. your main task in assessing the training needs of new employees is to determine what the job entails and to break it down into subtasks, each of which is then taught to the new employee. assessing the training needs or current employees can be more complex, sinc

38、e you have the added task of deciding whether or not training is the solution. for example, performance may be down because the standards arent clear or because the person isnt motivated.task analysis and performance analysis are the two main techniques for identifying training needs. about 19% of e

39、mployers reporting in one survey said they used task analysis-an analysis of the jobs requirements-to determine the training required. task analysis is especially appropriate for determining the training needs of employees who are new to their jobs. performance analysis appraises the performance of

40、current employees to determine whether training could reduce performance problems like excess scrap or low output. other techniques used to identify training needs include supervisors reports, personnel records, management requests, observations, tests of job knowledge, and questionnaire surveys.whi

41、chever technique is used-task analysis, performance analysis, or some other-employee input is essential. its often true that no one knows as much about the job as people actually doing it so that soliciting employee input is usually wise.2.2.1 task analysis: assessing the training needs of new emplo

42、yeestask analysis is used for determining the training needs of employees who are new to their jobs. particularly with lower-echelon workers, it is common to hire inexperienced personnel and train them. here your aim is to develop the skills and knowledge required for effective performance, and so t

43、he training is usually based on task analysis, a detailed study of the job to determine what specific skills-like soldering (in the case of an assembly worker) or interviewing (in the case of a supervisor)-are required.2.2.2 performance analysisperformance analysis means verifying that there is a si

44、gnificant performance deficiency and determining whether that deficiency should be rectified through training or through some other means (such as transferring the employee). the first step is to appraise the employees performance, since to improve it, you must first determine the persons current pe

45、rformance compared to what it should be.distinguishing between cant do and wont do problems is the heart of performance analysis. first determine whether its a cant do problem and, if so, its specific causes: the employees dont know what to do or what your standards are; there are obstacles in the s

46、ystem such as lack of tools or supplies; job aids are needed, such as color-coded wires that show assemblers which wire goes where; poor selection results in bring people who havent the skills to do the job; or training is inadequate. on the other hand, it might be a wont do problem. here employees

47、could do a good job if they wanted to. if so, the reward system might have to be changed, perhaps by installing an incentive system.2.2.3 setting training objectivesafter training needs have been analyzed, concrete, measurable training objective should be set. training, development, or (more general

48、ly) instructional objectives are defined as “a description of a performance you want learners to he able to exhibit before you consider them competent.” for example:given a tool kit and a service manual, the technical representative will be able to adjust the registration (black line along paper edg

49、es) on this xerox duplicator within 20 minutes according to the specifications stated in the manual.objectives specify what the trainee should be able to accomplish after successfully completing the training program. they thus provide a focus for the efforts of both the trainee and the trainer and a

50、 benchmark for evaluating the success of the training program.2.3 training techniquesafter you have determined the employees training needs, set training objectives, and designed the program, the training program can be implemented. a description of the most popular training techniques follow.2.3.1

51、on-the-job trainingon-the-job training (ojt) means having a person learn a job by actually performing it. virtually every employee, from mailroom clerk to company president, gets some on-the-job training when he or she joins a firm. in many companies, ojt is the only type of training available. it u

52、sually involves assigning new employees to experienced workers or supervisors who then do the actual training.there are several types of on-the-job training. the most familiar is the coaching or understudy method. here the employee is trained on the job by an experienced worker or the trainees super

53、visor. at lower levels trainees may acquire skills for, say, running a machine by observing the supervisor. but this technique is also widely used at top-management levels. the position of assistant is often used to train and develop the companys future top managers, for instance. job rotation, in w

54、hich an employee (usually a management trainee) moves from job to job at planned intervals, is another ojt technique. special assignments similarly give lower-level executives firsthand experience in working on actual problems.ojt has several advantages. it is relatively inexpensive; trainees learn

55、while producing, and there is no need for expensive off-job facilities like classrooms or programmed learning device. the method also facilitates learning since trainees learn by actually doing the job and get quick feedback about the correctness of their performance.however, there are several trainer-related factors to keep in mind when designing ojt program. the trainers themselves should be carefully trained and given the necessary training materials. (often, instead, an experienced worker is simply told to “go train john.” experienced workers who are chosen as trainers