员工培训-毕业论文外文翻译.doc

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1、外文文献Staff TrainingAfter workers have been selected, they may still lack the skills, knowledge,and abilities need to perform successfully. Most workers require to do their current jobs properly. If the organization wishes to place its employees in more responsible positions in the future, development

2、al activities also have totake place.Steps to training and developmentTo receive the benefits, Human Resource (HR) specialists and managers must assess the needs, objectives, content, and learning principles associated with training. The person who is responsible for training or development must ass

3、ess the needs of the employee and the organization to learn which objectives should be sought. Once objectives are set, the specific content and learning principles are considered.。Needs assessmentNeeds assessment diagnoses current problems and future challenges to be met though training and develop

4、ment. For example, competitive pressure may lead to downsizing and the restructuring that accompanies it. As a result, the remaining employees may need to be more broadly trained. The individual employees needs may be determined by the HR department, by supervisors, or by self-nomination.To pinpoint

5、 the range of training needs and define their content, the HR department uses different approaches to needs assessment. It may survey potential trainees to identify specific topics about which they want to learn more. Of course, this approach presumes that those surveyed know what training they need

6、. For new employees this method is not likely to be successful.Another HR-led approach is tasks the job requires. Then, once they have an understanding of those tasks, specific plans are developed to provide the necessary training so that job incumbents can perform the tasks.Training and Development

7、 objectivesNeeds result in training and development objectives. These stated objectives then become standards against which individual performance and the program can be measured. Specific, measurable, time-targeted objectives give the trainerand the trainee specific goals that can be used to evalua

8、te their success. If the objectives are not met, failure gives the HR department feedback on the program and the participants.Learning PrinciplesIdeally, training and development are more effective when the training methods match the learning styles of the participants and the types of jobs needs by

9、 the organization. Form studies of learning, researchers have developedsome tentative learning principles. Learning principles are guidelines to the ways in which people learn most effectively. These principles are participation,repetition, relevance, transference, and feedback. Research suggests th

10、at they apply equally to domestic and international training situations.Participation. Learning usually is quicker and longer lasting when the learner participation actively. Participation improves motivation and apparently engages more senses that reinforce the learning process. Repetition. Althoug

11、h seldom fun, repetition apparently etches a pattern into ones memory. Studying for an examination, for example, involves the repetition of key ideas so that they can be recalled during a test. Relevance. Learning is helped when the material to be learned is meaningful. For example, trainers usually

12、 explain the overall purposes of a job to trainees before explaining specific tasks. Transference. The more closely the demands of the training program match thedemands of a job, the faster a person learns to master the job. For example, pilots usually are trained in flight simulators because the si

13、mulators very closely resemble the cockpit and flight characteristics of the plane. Feedback. Feedback gives learners information on their progress. With feedback, motivated learners can adjust their behavior; without it, they cannot gauge theirprogress and may become discouraged.Training and Develo

14、pment ApproachesIn selecting training and development techniques, trade-offs exist. That is, no single technique is always best; the best method depends on: Cost-effectiveness Appropriateness of the facilities Desired program content Trainee preferences and capabilities Learning principles Trainer p

15、references and capabilitiesThe importance of these six trade-offs depends on the situation. But whatever method is selected, it has certain learning principles associated with it. Although these trade-offs affect the techniques used, HR specialists must be familiar with all the techniques and learni

16、ng principles.Job Instruction trainingJob instruction training is received directly on the job, and so it often called “on-the-job” training. It is used primarily to teach workers how to do their current jobs. A trainer, supervisor, or coworker serves as the instructor. When it is properly planned a

17、nd executed, this method includes each oflearning principles.On-the-job training (OJT) includes several steps. First, the trainee receives an overview of the job, its purpose, and its desired outcomes. Then the trainerdemonstrates the job to give the employee a model to copy. Next the employee is al

18、lowed to mimic the trainers example. Demonstrations by the trainer and practice by the trainee are repeated until the job is mastered. Finally, the employee performs the job without supervision, although the trainermay visit the employee to see if there are any lingering questions.Job RotationTo cro

19、ss-train employees in a variety of jobs, some trainers move a traineefrom job to job. Each move normally is preceded by job instruction training. Besides giving workers variety in their jobs, cross-training helps the organization when vacations, absences, downsizing, or resignation occur.These progr

20、ams seek to give employees exposure to a variety of assignments. Among hourly employees, job rotation is an effective way to trainworkers. Among managerial, technical, and professional employees, job rotationcan provide a broader perspective, often developing these employees for potential career adv

21、ancement.Apprenticeships and CoachingApprenticeships involve learning form a more experienced employee or employees, though it may be supplemented with off-the-job classroom training. Coaching is similar to apprenticeships, although it tends to be less formal thanan apprenticeship program because th

22、ere are few formal classroom sessions andbecause it is provided when needed rather than being part of a carefully planned program. Coaching is almost always handled by the supervisor or manger, not by the HR department.Other ways may also help develop people. Though periodic staff meetings or work w

23、ith task forces and committees, a manger develops interpersonal skills, learns to evaluate information, and gains experience in observing other potential models.LectureLecture and other off-the-job techniques tend to rely more heavily on communications than on modeling. These methods are applied in

24、both training and development. Lecture is a popular approach because it offers relative economy and a meaningful organization of materials. However, participation, feedback, transference, and repetition are often low. Feedback and participationcan be improved when discussion is permitted along with

25、the lecture process. A meaningful organization of materials is a potential strength, along with initial audience interest.Role playing and Behavior modelingRole playing is a device that forces trainees to assume different identities. A male subordinate may play his female manager. Ideally, trainees

26、get to see themselves as others see them. The experience may create greater empathy andtolerance of individual differences and is therefore well suited to diversity training, which aims to create a work environment conducive to a diverse workforce. This technique is used to change attitudes, and als

27、o help develop interpersonal skills.Closely related to role-playing and apprenticeships is behavior modeling. Employees may learn a new behavior through modeling by observing a new behavior and then imitating it. The re-creation of the behavior, the trainee alsogets to see the negative consequences.

28、 By observing the positive and negative consequences, the employee receives vicarious reinforcement that encourages the correct behavior.Case StudyBy studying a case situation, trainees learn about real or hypothetical circumstances and the actions others take under those circumstances. Besides lear

29、ning from the content of the case, a person can develop decision-making skill. When cases are meaningful and similar to work-related situations, there issome transference. There also is the advantage of participation through discussion of the case.SimulationSimulation exercises come in two forms. On

30、e involves a mechanical simulator that replicates the major features of the work situation. Computer simulations are the other form. Players make a decision, and the computer determines the outcome in the context of the conditions under which it was programmed. This technique is used most commonly t

31、o train managers, who otherwise might have to use trial and error to learn decision-making.Self-study and Programmed LearningCarefully planned instructional materials can be used to train and develop employees. These materials are particularly helpful when employees are dispersed geographically or w

32、hen learning requires little interaction.Programmed learning materials are another form of self-study. Usually theseare computer programs or printed booklets that contain a series of questions and answers. After reading and answering a question, the reader gets immediate feedback. If right, the lear

33、ner proceeds; if wrong, the reader is directed to review the accompanying materials.Action LearningAction learning tacks place in small groups that seek a solution to a real problem confronting the organization, aided by a facilitator who is either an outside consultant or a member of the firms in-h

34、ouse staff. The groups focuson the problem becomes a learning vehicle as the members explore solutions, drawing on the facilitator to provide guidance in group, problem-related matters.员工培训当选择了工作人员之后，他们可能缺乏成功所需的技能、知识和能力。多数员工需要做适合他们当前的工作。 如果组织希望以后在重要的位置安置他的雇员，他们就得有一定的发展行为。为了得到利益，人力资源专家和经理必须估计与培训有关的需求

35、、宗旨、内容和学习原则。负责训练或发展的人必须评估员工和组织所需要寻找的目标，一旦确定目标，就需要考虑具体内容和学习宗旨。但是训练和发展需要评估当前的问题和未来的挑战。例如，竞争压力可能导致随之而来的规模的缩小和结构的重组。于是，剩下的员工需要更广泛的培训，个别的员工的需要就由HR部门、管理部门和自身决定。要确定训练需要的范围和内容，HR部门使用不同的方法来评估。它也许勘测潜在的实习生辨认他们想要得知更多的具体题目。 当然，这种方法假定被勘测的那些知道什么训练他们需要。 为新的雇员使用这个方法是不可能成功的。 另HR传授的方法是工作需要的任务。 然后，一旦他们有对那些任务的理解，具体计划被开发

36、提供必要的训练，以便工作新任可执行任务。需要结果在训练和发展宗旨。 这些被陈述的宗旨然后成为个人成绩和节目可以措施的标准。 具体，可测量，时间被瞄准的宗旨给教练员和实习生可以用于评估他们的成功的具体目标。 如果宗旨没有符合，失败在节目和参加者给小时部门反馈。理想地，训练和发展是更加有效的，当训练方法匹配参加者的学习的样式时，并且工作的种类由组织需要。 学会的形式研究，研究员开发了一些试探性学习的原则。 学会原则是指南到人们最有效地学会的方式。 这些原则是参与、重复、相关性、转让和反馈。 研究建议他们相等申请与国内和国际训练情况。参与。 通常学会是更快和耐较久的，当学习者参与活跃地。 参与改进加

37、强学习进程的刺激和明显地参与更多感觉。 重复。 虽然很少乐趣，明显重复铭刻一个样式到一.的记忆里。 学习为考试，例如，介入关键想法的重复在测试期间，以便他们可以被召回。 相关性。 当将学会的材料是意味深长的时，学会被帮助。 例如，教练员通常解释工作的整体目的对实习生在解释具体任务之前。 转让。 训练计划的要求越严密匹配工作的要求，人越快速地学会掌握工作。 例如，因为模拟器非常严密类似飞机的驾驶舱和飞行特征飞行员通常在飞行中是训练的模拟器。 反馈。 反馈提供学习者信息关于他们的进展。 以反馈，有动机的学习者能调整他们的行为; 没有它，他们不测量他们的进展，并且也许变得劝阻。在选择训练和发展技术，

38、交易存在。 即技术总不最佳; 最佳的方法依靠： 成本效益设施的妥帖渴望了节目美满的实习生特选，并且学会原则教练员特选和能力的能力这六种交易的重要性取决于情况。 但任何方法被选择，它有某些学习的原则与它交往。 虽然这些交易影响半新的技术，小时专家一定熟悉所有技术和学习原则。工作指示训练直接地在工作被接受，和，因此它经常叫“在职”训练。 它主要用于教工作者对怎么做他们的当前工作。 一次教练员、监督员或者工友担当辅导员。 当它适当地计划并且被执行时，这个方法包括每一项学习的原则。 在职培训(OJT)包括几步。 首先，实习生接受工作、它的目的和它的期望结果概要。 然后教练员展示工作给雇员模型复制。 其

39、次雇员允许仿造教练员的例子。 示范由教练员和实践由实习生被重覆，直到工作被掌握。 终于，雇员执行工作，不用监督，虽然教练员也许拜访雇员看是否有任何拖延问题。十字架训练雇员在各种各样的工作，有些教练员移动一个实习生从工作对工作。 每移动由工作指示训练通常在之前。 除给，当假期、离开、缩小或者辞职发生时，工作者品种以外在他们的工作，十字架训练帮助组织。 这些节目寻求给雇员对各种各样的任务的暴露。 在每小时雇员之中，岗位轮换是有效方式训练工作者。 在管理，技术和专业雇员之中，岗位轮换可能为潜在的事业推进提供更加宽广的透视，经常开发这些雇员。习艺介入学会形式一名更加老练的雇员或雇员，虽然它也许用这工作

40、课堂训练补充。 教练于习艺是相似的，虽然它比习艺节目倾向于较不正式的，因为有少量正式教室会议，并且，因为提供它，当需要而不是一个仔细地计划的节目的一部分。 教练几乎总是处理由监督员或饲槽，不由小时部门。 其他方式也许也帮助开发人。 虽然周期性职员会议或与特遣部队和委员会一起使用，饲槽在观察其他潜在的模型开发人际的技能，学会评估信息，并且获取经验。演讲和其他这工作技术倾向于沉重依靠通信比关于塑造。 这些方法在训练和发展被运用。 因为它提供相对经济和材料的一个意味深长的组织，演讲是一种普遍的方法。 然而，参与、反馈、转让和重复经常是低的。 反馈和参与，当讨论与演讲过程一起时，被允许可以改进。 材料

41、的一个意味深长的组织是潜在的力量，与最初的观众兴趣一起。角色演奏是设备那假设不同的身分的力量实习生。 一个男性下级也许扮演他的女性经理。 理想地，实习生得到看自己，其他看见他们。 因此经验也许创造个体差异更加伟大的同情和容忍并且是非常合适的到变化训练，打算创造工作环境有助于不同的劳工。 这个技术用于改变态度，并且帮助开发人际的技能。与角色扮演和习艺紧密地相关行为塑造。 雇员也许通过塑造学会新的行为通过观察新的行为然后仿效它。 行为的休闲，实习生也得到看消极后果。 通过观察正面和消极后果，雇员接受鼓励正确行为的代理的增强。通过学习案件情况，实习生得知真正或假定情况和行动其他在那些情况下采取。 除

42、学会从案件的内容以外，人能开发政策制定技巧。 当案件于与工作相关的情况时是意味深长和相似的，有一些转让。 也有参与的好处通过关于案件的讨论。模仿锻炼进来二形式。 你介入复制工作条件的主要功能的一台机械模拟器。 计算机模拟是另一个形式。 球员做出一个决定，并且计算机确定结果就它被编程条件的状况。 这个技术通常用于训练经理，也许否则必须使用尝试学会政策制定。仔细地计划的教材可以用于训练和开发雇员。 这些材料是特别有用的，当雇员被分散地理上时或，当学会要求一点互作用时。依循序渐进课程自学的教育方式材料是自学的另一个形式。 通常这些是包含一系列的问题和解答的计算机程序或打印的小册子。 在读书和回答问题以后，读者得到直接反馈。 如果正确，学习者进行; 如果错误，读者被指挥回顾伴随的材料。行动在寻求一种解决到面对组织的一个真正问题的小小组的学会大头钉地方，帮助由是外部顾问或公司的机构内部的职员的成员的便利。 小组的焦点在问题在小组，与问题相关的事态成为一辆学习的车，当成员探索解答，画在便利提供教导。