2938.B論家族企業(yè)XXX百貨的員工培訓 外文參考文獻譯文及原文doc

1、本科畢業(yè)設(shè)計（論文）外文參考文獻譯文及原文 學 院 經(jīng)濟管理學院 專 業(yè) 工商管理 年級班別 學 號 學生姓名 指導教師 年 月 日1 培訓的過程1.1 導言：培訓和響應(yīng)培訓就是給新雇員或現(xiàn)有雇員傳授其完成本職工作所必需基本技能的過程。因此，培訓可以是給一個機械工演示如何操作他的新機器，也可以是向一個推銷員示范怎樣賣出公司產(chǎn)品、或者是向一個新的主管講授如何和員工面談、如何評價員工等等。然而不管是何種培訓，它的目的就是為員工提供勝任其目前從事工作所必需的技能。而員工和管理人員開發(fā)則是一種長期的培訓。其目的就是開發(fā)現(xiàn)有和未來的員工以勝任將來出現(xiàn)的工作，或者是解決有關(guān)組織的問題，例如部門間信息交流不

2、暢問題。培訓和開發(fā)所使用的方法通常是相同的，但二者之間還是有一定程度區(qū)別的。實際上，現(xiàn)在培訓的目的比過去要廣泛得多。在過去，大多數(shù)公司習慣于強調(diào)生產(chǎn)過程的培訓，主要是傳授給員工從事工作的必要的專門技能，比如，培訓裝配工焊接線路或培訓教師制定課程計劃。然而，在20世紀80年代和90年代，培訓和開發(fā)的程序及其目的都發(fā)生了變化?，F(xiàn)在的管理者不得不適應(yīng)快速的技術(shù)變革，不得不提高產(chǎn)品質(zhì)量和服務(wù)質(zhì)量和提高生產(chǎn)效率以保持競爭力。然而提高質(zhì)量常需補習式的教育培訓，質(zhì)量改善計劃要求員工具有重要的思考關(guān)鍵問題的技能、繪制圖表和分析資料的能力。同時員工也必須會運用或能獲得團隊建設(shè)、決策以及溝通方面的技能。同樣，由于

3、企業(yè)不斷地進行技術(shù)改進，這就需要企業(yè)員工接受相關(guān)技術(shù)和計算機技能方面的培訓（比如桌面排版系統(tǒng)、計算機輔助設(shè)計和制造技術(shù)）。另外由于競爭愈來愈激烈，因而需要企業(yè)提供更好的服務(wù)。因此，管理者已越來越依賴于顧客服務(wù)培訓，這樣員工與顧客打交道時，該培訓能給企業(yè)員工提供更為有效的工具和技能，比如有效的傾聽技能?？傊@樣從純粹生產(chǎn)過程轉(zhuǎn)變過來的可以很好地解釋下面的問題，即在最近一年為什么每個生產(chǎn)工人平均接受的培訓為37小時，而在上一年培訓時間卻僅為31小時。1.2培訓和開發(fā)過程的五個步驟一般地，我們認為一個典型的培訓或開發(fā)計劃是由五個步驟組成的。第一步是需求分析階段，它的目的是確定某項工作所需技能，分析

4、將要受訓者的技能和需求，并且制定具體的、可測量的知識和績效目標（在這里，要確保績效欠缺可以通過培訓得到補足。但這種欠缺不是由于低工資帶來的低士氣所引起的）。第二步是指導設(shè)計階段，要編寫制訂出培訓計劃的實際內(nèi)容，包括工作手冊、訓練和多種活動。第三步是培訓計劃有效性的論證階段、在此期間讓一小部分有代表性的員工檢查培訓計劃并找出其中的缺點和不足。第四步是計劃實施階段，本階段按本文以及下一節(jié)所提到的（例如，在崗培訓或程序化學習）方法進行培訓。最后是培訓的評估與跟蹤檢查階段，在此要評價培訓計劃的成敗得失。培訓和開發(fā)過程的五個步驟：l、需求分析(1)確定為提高工作績效和生產(chǎn)力所需的具體工作技能。(2)對接

5、受培訓的員工進行分析，確保培訓計劃不僅與他們的態(tài)度和個人動機相符，而且，還和受訓者持定的教育水平經(jīng)歷以及技能相匹配。(3)通過研究，制定具體的，有測量的知識和績效目標。2、指導設(shè)計(1)收集指導目標、方法、媒介以及培訓內(nèi)容、范例、練習、各種活動的描述和順序的各種資料，將這些內(nèi)棄編成一門課程，該課程應(yīng)遵循成人學習理論，并為計劃開發(fā)提供藍圖。(2)保證所有培訓材料寫清楚。比如，錄像資料、領(lǐng)導指示以及受訓者工作手冊等。它們補充成為一個完整的計劃，計劃應(yīng)和闡述的學習目標一致。(3)對所有培訓元素進行仔細和專門地處理（不論它們是寫在紙上，還是復制到膠片上或是磁帶上），我們都要保證其質(zhì)量和有效性。3、有效

6、性(1)將培訓計劃交給有代表性的員工。讓他們對其有效性進行評價。然后根據(jù)評價的結(jié)果進行最后的修訂以確保計劃有效。4、實施(1)在計劃生效后，要對培訓師開展專門的培訓討論會，而這種活動有助于培訓的成功，它除了培訓內(nèi)容外，還注重其提供的培訓知識和技能。5、評價和跟蹤(1)評價培訓計劃成功的依據(jù)：反應(yīng)-記錄學習者對培訓直接反應(yīng)。知識-運用反饋工具或事先事后測試來確定學習者實際學到的東西。行為-注意主管對學習者受訓后工作績效的評價。這是測量受訓者在工作中運用新技能和新知識能力的一種工具。成效-確定工作績效提高的程度，并且對需要維持的績效進行評價。1.3培訓和學習從本質(zhì)上看，培訓是一種學習過程。因而，要

7、有效地培訓員工就有必要掌握一些有關(guān)人類學習的知識。下面是一些基于學習理論的建議。意義的材料更易于被受訓者理解和記憶。 在培訓開始時，給受訓者介紹有關(guān)資料的總體情況，使之了解整個學習資料的情況。1、在介紹資料時，最好使用受訓者熟悉的不同實例。2、按邏輯順序組織材料，并使各個組成部分都有意義。盡量使用受訓者熟知的術(shù)語和概念.盡可能多地運用直觀教具。3、確保新知識從培訓場所到工作場所的轉(zhuǎn)換容易程度。 2 培訓需求分析如果有必要的話，培訓的第一步就是要確定需要培訓什么，在評估新雇員培訓要求時，培訓者的主要任務(wù)就是要確定某項工作的要求并將它劃分成一些子任務(wù)，然后將這些子任務(wù)講授給新員工。而對在崗員工培訓

8、需求的評估則可能更復雜一些，因為你還得確定培訓是否能解決問題。例如，有時工作績效下降也可能是因為工作標準制定不清或員工缺乏動力而造成的。任務(wù)分析和工作績效分析是確定培訓需求的兩種主要方法。調(diào)查表明約19的雇主說他們采用任務(wù)分析來確定培訓需求，而任務(wù)分析是一種工作需求的分析，任務(wù)分析特別適用于確定新員工的培訓需求。而工作績效分析則是通過對在崗員工工作績效的評估來確定培訓是否可以減少像廢品過多或產(chǎn)量較低一類的工作績效問題。其他可用于確定培訓需求的方法包括主管報告、人事記錄、管理部門要求、觀察、工作知識測驗以及問卷調(diào)查。無論我們采用何種方法，不管是任務(wù)分析、工作績效分析或是其他方法，員工的投入是必不

9、可少的。事實證明沒有任何人能像實際從事某項工作的員工那樣更了解他的工作，因而要求員工參與需求分析是一種明智之舉。2.1任務(wù)分析：評估新員工的培訓需求任務(wù)分析用以確定新員工的培訓要求。特別是對于級別較低的工作而言，我們通常先聘用沒有經(jīng)驗的員工然后對其進行培訓。在這種情況下，培訓者的目標是開發(fā)必要的技能和知識。因為這是良好工作績效所要求的。因此這種培訓通常是基于任務(wù)分析基礎(chǔ)上的，它通過對某項工作的詳細研究以確定其需要的特定技能，如裝配工的焊接技能或主管人員的面談水平等。2.2 工作績效分析：確定在崗員工的培訓需求工作績效分析是指確定員工的當前工作績效和要求的工作績效之間的差距，并決定這種差距是通過

10、培訓還是通過其他方式（如調(diào)動員工）來糾正。第一步是評價員工的工作績效。因為要想改進員工的工作績效。那你就先得確定員工的當前工作成效，并與應(yīng)達到的工作績效進行比較。以下是一些工作績效差距的具體范例：“我希望每個推銷員每周簽10份新合同，但約翰平均每周才有6份。”“和我們相同規(guī)模的其他廠家每月平均發(fā)生的嚴重事故不到兩起，而我們卻每月平均五起之多?！惫ぷ骺冃Х治龅闹行淖h題是區(qū)分不能做和不愿做的問題。首先要確定是否為不能做的問題。如果是不能做，就要了解具體原因：例如是員工不知道要做什么或不知道制定的標準是什么：還是系統(tǒng)存在障礙比如缺乏工具或原料；或者是需要工作輔助設(shè)備，例如彩色編碼電線，可使裝配工知道

11、哪條線到哪去；還是員工選拔失誤導致聘用了不具備工作所需技能的人；或者培訓不夠等等。另一方面，它也可能是不愿做的問題，這是指如果員工想做好的話，他們也能做到，如果是不愿意做，那就需要改變獎勵制度了，比如建立一種激勵制度來改變它。2.3 設(shè)定培訓目標經(jīng)過培訓需求分析，就該建立具體的，可度量的培訓目標。培訓、開發(fā)或一般意義上的教學目標，可定義為“在你考慮受訓者的能力之前能給他們展示的工作說明”。比如：如果有工具箱和使用手冊，技術(shù)代理就能夠根據(jù)手冊中的說明在20分鐘內(nèi)校準這臺施樂復印機的定位（沿紙邊的黑線）。在圓滿完成培訓計劃后目標規(guī)定了受訓者應(yīng)該做到的事情。因此，目標為受訓者和培訓者提供了一個共同努

12、力的方向，也為培訓計劃是否成功提供了評價基礎(chǔ)。3 培訓方法在確定了培訓需求并建立培訓目標后。培訓計劃就可以實施了。下面對一些最流行培訓方法進行一下描述。3.1在職培訓在職培訓是指在職職工在原有知識、技術(shù)和能力的基礎(chǔ)上得到提高和更新，給他們以文化理論的學習和技能的訓練。在職培訓是當代科學技術(shù)發(fā)展的客觀要求，是現(xiàn)代化建設(shè)的迫切需要，黨和政府對在職培訓十分重視。3.2工作指導培訓許多工作都是由一系列有邏輯順序的步驟組成的，因此最好一步步地學。這種逐步提高的過程稱作工作指導培訓(jit)。首先應(yīng)按正確的邏輯順序把某項工作中所有必要的步驟都列出來。同時，還要在每個步驟旁列出相應(yīng)的“要點”（如果有的話）。

13、這些步驟說明要做什么，而這些要點則說明怎樣做，以及為什么做。3.3講座講座有幾個優(yōu)點，當受訓者較多時，它可以迅速、簡捷地向他們傳授知識。例如，當銷售人員必須了解某些新產(chǎn)品的特點時。就可采用這種方式。有時用書籍、手冊等書面材料也可代替講座，但這些材料的印刷費用可能較高，而且書面材料不能像講座那樣能讓人提問并得到解答。下面是開展講座應(yīng)遵守的一些指導原則：1、給聽眾一些信號使他們能接受你的思想。比如，如果你要講一系列的問題。你可以這樣開始：“銷售報告之所以必要，有四個原因.第一.第二.”2、不要一開始就犯錯誤。例如，不要講和培訓無關(guān)的笑話或故事，也不要說這樣的話：“我真的不知道為什么今天要我到這里來

14、講課。”3、結(jié)論要簡短。用一兩句簡短的話總結(jié)要點或培訓者的觀點。4、注意聽眾的表現(xiàn)。將坐立不安，雙臂交叉一類身體語言視為消極的信號。3. 4視聽技術(shù)像電影、閉路電視、錄音帶和錄像帶等視聽技術(shù)應(yīng)用得很廣泛，而且產(chǎn)生的效果也很好。比如，在weyerhaeuser公司，kwai河上的橋等部分電影就已經(jīng)作為公司管理人員學校開展人際關(guān)系討論的基本內(nèi)容。福特汽車公司在其經(jīng)銷商培訓討論會上，用電影模擬各種客戶投訴問題和相應(yīng)的應(yīng)答方式。視聽比一般講座花的錢要多些，但它有不少長處。可以在以下場合運用視聽技術(shù)：1、當演示如何按某一特定次序完成工作太費時間時就需用視聽技術(shù)。例如在培訓電線焊接或電話修理技術(shù)時，視聽手

15、段的動作靜止、直接回答、或快或慢動作功能可能是很有用的。2、當向受訓者展示的事件用生動的講座難以表明時需用該技術(shù)，比如，一次生動的工廠參觀或心臟手術(shù)過程。3、當整個組織的所有人員都要培訓時也需用該技術(shù)，因為如果讓培訓師一個地方一個地方去講的話，成本太高。在你準備使用影像技術(shù)時。可以有以下三種選擇：你可以買現(xiàn)成的錄像帶或影片；可以自己制作；也可以請某個生產(chǎn)廠家為你制作錄像帶，許多商務(wù)活動被歸類制成視聽節(jié)目，主題很廣泛，從求職面試到動物園管理，應(yīng)有盡有。3.5 程序化教學無論是用教科書還是用計算機作為程序化教學設(shè)施，程序化教學都有三種功能：1、給學習者列出疑問、事實或問題。2、讓學習者回答。3、對

16、學習者的答案的正確性予以反饋。程序化教學的主要優(yōu)點在于它減少了近1/3的培訓時間。根據(jù)前面列舉的學習原理可知，程序化教學也有助于學習，因為它讓學習者按自定進度學習，提供及時反饋，而且從學刁者的角度來看，它也減少了出錯的機會。但另一方面，學習者從程序化教學中學到的東西并不比傳統(tǒng)的教科書中學到的多。因此，要根據(jù)程序化教學是加速學習而不是改進學習的事實，來權(quán)衡制作程序化教學手冊和（或）軟件的成本。3.6國際經(jīng)營的培訓由于越來越多的公司發(fā)現(xiàn)他們要在全球市場上競爭，他們不得不增加特殊的全球培訓計劃，這樣做的原因是多方面的，比如是想避免由于文化的漠視而導致的經(jīng)營失敗，或是想提高員工工作滿意度和海外職員的留

17、任率，也或是讓一名新任命的員工和他（或她）國外的同事進行溝通和交流。許多全球培訓計劃都是事先“包裝”好的。這些培訓計劃由賣主賣給公司，公司需要在一個或多個員工到海外任職之前對他們進行培訓。一個培訓計劃的范例有助于闡明培訓計劃廣泛的應(yīng)用范圍，這就像全球培訓計劃實際向你展示的一樣，培訓計劃的范例內(nèi)容包括：1、文化意識培訓該。培訓計劃為期一天，通過該計劃可以看到美國價值觀和其他跨文化國家價值觀以及關(guān)于他們之間溝通和文化同一性問題的假設(shè)。2、管理人員全球性交易禮儀培訓。該計劃通過對管理人員不同國家不同禮節(jié)的培訓（包括德國、日本、墨西哥、俄羅斯以及沙特阿拉伯），使他們能應(yīng)對全球性的交易。4 全球人力資源

18、管理中的培訓當企業(yè)經(jīng)營業(yè)務(wù)擴展到國外時，對外國員工進行培訓就變得更為重要了。例如，吉列國際公司對其在東道國新雇用的員工，先讓他們到公司設(shè)在波士頓的總部接受技術(shù)、政策以及公司價值觀的培訓。培訓外國員工絕不僅僅是把現(xiàn)成的培訓計劃翻譯成其他語言就行了。因為文化差異既影響培訓資料的適用性，也影響受訓人員對培訓計劃的反應(yīng)。下面是執(zhí)行海外培訓計劃的一些建議：1、了解接受培訓者的文化禁忌和刺激因素。例如，在日本，人們一般忌諱冒險，所以在進行角色扮演培訓練習時，你可能發(fā)現(xiàn)找不到自愿參加的人。因為這樣做就是冒險，同樣，在中東，角色扮演也只能是兒童的游戲，而不是成年人的活動。2、在某些遠東國家當眾批評他人是一種忌

19、諱。因此，在培訓討論或角色扮演時，要找到一個自愿充當“觀察員”身份的人很困難，因為觀察員通常扮演批評其他受訓者的行為的角色。5 通過互聯(lián)網(wǎng)培訓盡管互聯(lián)網(wǎng)培訓只是剛開始，但它應(yīng)用的廣泛性但這已經(jīng)成為現(xiàn)實而且毫無疑問的是，至少企業(yè)中一些培訓計劃將很快依賴于互聯(lián)網(wǎng)。目前，大多數(shù)互聯(lián)網(wǎng)培訓項目正在向網(wǎng)絡(luò)用戶傳授如何使用網(wǎng)絡(luò)（這并不令人奇怪），roadmap就是一個范例，它是阿拉巴馬大學的大學生帕特里克克里斯本的作品。從許多方面看，該培訓課程就像是函授課。每天受訓者通過電子信箱學習一節(jié)新課，一共持續(xù)大約四周?？死锼贡臼褂胠istserv軟件每個月向約20000個受訓者同時傳授課程。受訓者每學一次新課就有

20、所進步，一些課程包含作業(yè)，這些作業(yè)規(guī)定受訓者走出因特網(wǎng)世界，將他們學到的知識付諸于實踐并搜集和課程有關(guān)的信息。在這方面還有一種與此不同的授課形式，另一種互聯(lián)網(wǎng)培訓計劃的制定者不僅向通過電子信箱接收信息的受訓者傳授課程，而且將學生分為討論小組。這樣受訓者不僅能學到東西，而且還可能結(jié)交許多新的朋友。當然，公司能運用同樣的方法以較低的費用在全國或全世界來傳授其培訓計劃，但這并不能代表全部。隨著專有網(wǎng)絡(luò)軟件（如lotus）在互聯(lián)網(wǎng)上的使用。公司將能以一種更安全的平臺提供培訓計劃。更進一步來說，由于廉價的網(wǎng)絡(luò)設(shè)備得到銷售，這使得聲音能在互聯(lián)網(wǎng)上傳輸，而這又進一步為人們運用互聯(lián)網(wǎng)傳授培訓計劃提供了便利條件

21、。1 the training process1.1 introduction: training and responsivenesstraining 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 firms product, or a new supervisor ho

22、w to interview and appraise employees. where-as training focuses on skills needed to perform employees current jobs, employee and management development is training of a long-term nature. its aim is to develop current or future employees for future jobs with the organization or to solve an organizat

23、ional 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 purposes are broader today than they have been .in the p

24、ast companies used to emphasize production process training-teaching the technical skills required to perform jobs, such as training assemblers to solder wires or teachers to devise lesson plans. however, training and development programs and their objectives changed in the 1980s and 1990s. employer

25、s had to adapt to rapid technological changes, improve product and service quality, and boost productivity to stay competitive. improving quality often requires remedial-education training, since quality-improvement programs assume employees can use critical thinking skills, produce charts and graph

26、s, and analyze date. employees must also use or acquire skills in team building, decision making, and communication. similarly, as firms became more technologically advanced, employees require training in technological. similarly, because the enterprise unceasingly makes the technical change, this n

27、eeds the enterprise employees to accept the correlation technology and computer skill aspect training (for instance tabletop typesetting system, computer-aided design and manufacture technology) and because competes increasingly intensely, thus needs the enterprise to provide a better service. there

28、fore, the superintend more and more relied on the customer serves training, when such employee and the customer has the social dealings, this training can give the enterprise the employee to provide a more effective tool and the skill, for instance effective listens attentively to the skill. in brie

29、fly, transforms like this from the purely production process may under explain well the question, namely training which why equally accepts in recently a year each production worker was 37 hours, but in the previous year training time actually is only 31 hours.1.2 training and performance history fi

30、ve stepsgenerally, we thought a typical training or the donor project is composed by five steps. first step is the demand analysis stage, its goal is determined some work needs the skill, the analysis is going trainers the skill and the demand, and formulates the knowledge and the achievements goal

31、which concrete, may survey (here, must guarantee the achievements to be short of may obtain through training makes up. but this kind of short is not because the low wages brings the low morale causes). second step instructs the design stage, must compile draws up the training plan the actual content

32、, including work handbook, training and many kinds of activities. third step is trains the plan valid proof stage, lets the small part have the representative employee to inspect training to plan and to discover shortcoming and the insufficiency. fourth step plans the implementation stage, this stag

33、e (for example, studies the method in hillock training or sequencing) which mentioned according to this article as well as next to carry on training. finally is the training appraisal and the track inspection stage, must appraise the training plan in this the success or failure success and failure.t

34、raining and the performance history five steps:1、demand analysis (1) determined needs of the concrete workmanship for the enhancement work achievements and the productive forces. (2) analysis the employees accepting training, guarantees the training plan not only tallies with theirs manner and indiv

35、idual motive, moreover, but also holds the education level .experience as well as the skill with trainers which decides matches. (3) through the research, formulates concretely, has the survey the knowledge and the achievements goal. 2 、instruction design (1) collects the instruction goal, the metho

36、d, the medium as well as the training content, the model, the practice, each kind of active description and smooth each kind of material, abandons these informs a curriculum, this curriculum should follow the adult to study the theory, and provides the blueprint for the plan development. (2) guarant

37、eed all training material writes clearly. for instance, the video recording material, the leader instruction as well as trainers work the handbook and so on. they become a entire plan in addition .this plan should consistent of the elaboration study goal .(3) handle the element of the training caref

38、ully and specially (no matter they are write on paper, or duplicates in film perhaps magnetic tape), we all must guarantee its quality and the validity. 3、validity(1) hand in training plan to the representative employee. let them carry on the appraisal to its validity. then the basis appraises the r

39、esult carries on the final revision to guarantee the plan to be effective.4、implementation (1) becomes effective after the plan, must to train the teacher to launch the special training symposium, but this kind of activity is helpful to the training success, it besides training content, but also pay

40、s great attention to the training knowledge and the skill which it provides. 5 、appraisal and track (1) appraises training to plan the successful basis: responded-recording study to trains the direct response. the knowledge-beforehand afterwards tests using the feedback tool determined the study act

41、ually learns thing. the behavior- pay attention to being in charge of the valuation to the achievement effect working after the learner receives training. this is surveys trainers to utilize the new skill and the new knowledge ability one kind of tool in the work. result determination work achieveme

42、nts enhance degree, and value the achievement effect needing to maintain. 1.3 training and studyfrom essentially looked that, training is one kind of study process. thus, in order to train the employees effectively must grasp knowledge studying in connection with human being here are some suggestion

43、 based on the study theory. the significance material are easier to understanding and memory. when training beginning, introduced the pertinent data to trainers the overall situation, let them understand the situation of the entire study material. 1、when introduction material, it is best to use the

44、different example which trainers is familiar with. 2 、order the organization material according to the logical, and enable each constituent all to have the significance. uses the terminology and the concept as far as possible which trainers knew very well, use the audio-visual as far as possible.3、g

45、uarantee the easy degree of new knowledge transport from the place to the operational site transformation.2 training demands analysisif has the necessity, the first step of training is must determine what needs to train, when appraised the new employee the request of the trains, the train primary mi

46、ssion is that he must determine the request of the work and divides them as some sub- duties, then teaches these sub- duty to the new employee. but to trains the demand in the hillock employee, the appraisal then possibly more complex somewhat, because you also must determine trains whether can solv

47、e the problem. for example, sometimes the works achievements dropping also possibly is because the working standard formulation is unclear or the employee lacks the power to create. the two main methods of the training demand is the task analysis and the work achievements analysis .the investigation

48、 indicate that approximately 19% employer said they use the task analysis to determine the training demand, but the task analysis is one kind of work demand analysis, the task analysis is specially suitable to determine the new employees training demand. but the achievements analysis of work is thro

49、ugh to works the achievements appraisal in the hillock employee to determine trains whether may reduce some kinds of work achievements problems what likes the waste product excessively to be many or the output lower. other may use in to determine the training demand the method are including the mana

50、ger reported, the human affairs record, the control section request, the observation, the work general education al development test as well as the questionnaire survey.regardless of what method we use, no matter the task analysis, the work achievements analysis perhaps the alternative means, employ

51、ees investment is essential. the fact proved that nobody can be engaged in some work like the reality employee such to understand his work, thus requests the employee to participate in the demand analysis is one kind of an wise action.2.1 task analyses: appraises the new employees training demanduse

52、 the task analysis to determine the new employees training request. specially says regarding a rank lower work, we usually first hire the inexperience employee then to carry on training to it. in this kind of situation, the train goal is to develop the essential skill and knowledge. because it is th

53、e requests of good work achievement. therefore this kind of training is usually based on the task analysis, it through determines its need to some work dissect the specific skill, like assemblers welding skill or responsible employees face-to-face talk equality.2.2 work achievements analysis: determ

54、ination in hillock employees training demand.the work achievements analysis is refers that determined employees current work achievements and between the request work achievements disparity, and decided this kind of disparity is (for example transfers employee) through training or other ways to corr

55、ect. the first step is to appraise employees work achievements. because they want to improve the employees work achievements. and you must determined employees current work result firstly, and compared with the work achievements. below is some work achievements disparities concrete models: i hoped e

56、very salesman signs 10 new contracts every week, but john average has only 6 each week serious accident which occurs with our same scale other factory each monthly means not to two, but our each monthly mean five are actually many. the work achievements analysis central subject is the discrimination

57、 cannot do with the question which is not willing to do. first must determine whether for cant do question. if cannot do, must understand the concrete reason: for example ,the employee did not know what to do or not to know the standard of the formulation; or the system existence barrier ,for instan

58、ce ,it lacks the tool or the raw material; or it needs to work the supporting facility, for example, the color coding electric wire, may cause the assembler to know which coarse thread to which goes; or the employee selected the wrong person who did not own the work needed skill; or insufficient training and so on. on the other hand, it also possibly is the question which is not willing to do, this is re