2917.B梅县供电企业人力资源培训浅析 外文参考文献译文及原文doc

1、本科毕业设计（论文）外文参考文献译文及原文 学 院 经济管理学院 专 业 工商管理 年级班别 学 号 学生姓名 指导教师 年 月 日contents1 外文文献译文.11.1 培训概述11.1.1 培训与学习.11.1.2 有关培训的法律要求.21.2 培训需求评估2 1.2.1 任务分析：评估新雇员的培训需求3 1.2.2 工作绩效分析.3 1.2.3 建立培训目标.41.3 培训与培训技术41.3.1 在职培训.41.3.2 工作指导培训.51.3.3 讲座.51.3.4 视听技术.51.3.5 远距离培训.61.3.6 程序化教学.61.3.7 新雇员培训或模拟培训.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 外文文献译文1.1 培训概述培训就是给新雇员或现有雇员传授其完成本职工作所必需的基本技能的过程。因此，培训可以是给一个机械工演示如何操作他的新机器，也可以是给一个推销员示范怎样卖出公司产品，或者是向一个新的主管讲授如何与雇员面谈、如

4、何评价雇员。技术培训的目的是为雇员提供完成其目前工作所必需的技能；而管理能力开发（见本书第八章）则是一种比较长期的培训，其目的是为组织发展或解决某些组织问题（如部门间沟通不畅）而可能出现的某些未来的工作，开发现在的或将来的管理人员。但是，培训中使用的技术与开发所使用的技术通常是相同的。因此，对培训和开发做严格划分总是有些武断。 今天培训的目的比以往要广泛得多。在过去，大多数公司习惯于将培训作为一项相当狭小的日常事务，其目的通常是传授从事工作所必需的技术技能，典型的如培训装配工焊接线路；培训销售人员洽谈生意；教教师制定一堂课的计划。 培训作用的扩展也反映出某专家所说的“经济竞争游戏有新规则”这一

5、事实。在今天，仅仅很能胜任工作是不够的。在当今世界中生存和发展的企业需要速度和灵活性，要能满足顾客在质量、品种、专门定制、方便、省时方面的需求。而要适应这些新的标准需要有一支不仅仅是接受过技术培训的雇员队伍，而且要求雇员们能够分析和解决与 工作有关的问题，卓有成效地在团队中工作，灵活善变，迅速适应工作转换。遗憾的是，存在着一种“培训差距”，并且这种差距可能还在扩大。虽然某些公司，如ibm公司、施乐公司、得克萨斯设备公司、摩托罗拉公司将其雇员工资总额的510用于雇员培训活动，但美国企业平均培训投资不足工资总额的2。专家估算，4290的美国工人需要接受进一步培训方能跟上发展的速度。无论如何，培训正

6、在作为改进雇员工作能力的一种手段走上中心舞台。1.1.1 培训与学习 从根本上看，培训是一种学习过程。因此，要进行雇员培训就有必要了解有关人类学习的一些知识。下面是一些建议： 首先，有意义的资料更易于受训者理解和记忆。1. 在培训开始时，给受训者提供有关资料的概览，使之了解整个学习资料的状况。2. 在介绍资料时运用各种相似的实例。3. 按逻辑顺序组织整理资料并有目的地将资料划分成单元，以便讲解。4. 对受训者尽量使用其已熟悉的术语和概念。5. 尽可能多地运用直观教具。第二，确信有利于将知识从培训场所转到工作场所。1. 尽量使学习环境与工作环境相似。2. 提供适当的培训学习机会。3. 对所学机器

7、的每个特征或工作流程的每个步骤都给出标记或确定。第三，激发受训者。1. 人们通过在干中学，学习效果最好。要尽量提供尽可能真实的实践机会。2. 对受训者正确的回答及时给予肯定，也许是很快地说声“干得好”，这样他们的学习效果最佳。3. 受训者在按自定的进度学习时，其学习效果最佳。如果可能的话，让受训者自定进度。1.1.2 有关培训的法律要求根据公平就业法，所有因年龄、种族、性别、原国籍而不公正地区别对待或歧视求职者或现有雇员均为非法。因此，也必须从培训计划对妇女和少数民族地影响的角度来评价你的培训计划。例如，在该培训计划有不利影响和几乎没有妇女或少数民族雇员入选参加该培训计划时，你可能被要求必须说

8、明批准参加培训的程序是正当的，即这些程序预示正在接受培训者所从事工作的绩效。同样，假设你打算用“完成培训”作一项工作标准，那么，你应当努力说明这个培训计划对妇女或少数民族雇员没有不利影响。具体地说，这些雇员应有与男性白人雇员同样多的圆满完成培训计划的机会。如果他们没有这种机会，就应论证这个培训计划的合法性。例如，可能证实你的培训手册的阅读水平对许多少数民族受训者来说是太高了，也可能正是这个培训计划与他们为之而接受培训的工作才能相距甚远，因此他们在计划实施中表现不佳。这种情况下，你的培训计划可能被认为是有歧视性的。1.2 培训需求评估开展培训活动的第一步就是要确定需要进行什么培训，如果是有需求的

9、话。评估从事新工作的雇员的培训需求是相当简明的事情。你的主要任务就是确定这项工作的要求并将它划分为一些子任务，然后将每项子任务告诉给这个新雇员。而评估已在岗位雇员的培训需求则可能比较复杂一些。这种培训需求通常是由问题（如废品超额）引出的，因此，你还有一个任务就是确定培训是不是解决问题的办法。例如，工作绩效下降往往是因为工作标准不清或从事工作的人缺乏动力。任务分析与工作绩效分析是确定培训需求的两个主要技术。在一次调查中19左右的雇主说他们采用任务分析（task analysis），即对工作做详细的研究以确定必需的技能，以便实施适当的培训计划。任务分析特别适用于确定从事新工作的雇员的培训需求。工作

10、绩效分析（performance analysis）是指对已在岗雇员的工作绩效做细致的研究，以确定培训是否可以减少像废品量大或产量低一类的工作绩效问题。据报道，用于确定培训需求的其他手段包括主管人员的报告、人事记录、管理部门要求、观察、工作知识测验以及问卷调查。培训也要反映你企业的整体人力资源规划以及企业的目标。例如，假设一家百货连锁商店打算将南部连锁店增加一倍，这就意味着必须制定这些新店的人员配置计划。这些计划会转而要求为计划的连锁店开张选拔和培训雇员。1.2.1 任务分析：评估新雇员的培训需求任务分析用以确定从事新工作的雇员的培训需求。对低层次工作而言，通常是雇用没有经验的人员并对他们进行

11、培训。在这种情况下，你的目的是为保证良好的工作绩效而进行必要的技能和知识开发，因此通常根据任务分析详细研究某项工作以确定需要什么专门技能，如装配工的焊接技术，主管人员的面谈技巧等来开展培训。1.2.2 工作绩效分析工作绩效分析是指核验当前工作绩效与要求的工作绩效之间的差距，并确定是应当通过培训来纠正这种差距，还是应通过其他方式（如更换机器或调动雇员）来纠正。第一步是要评价雇员的工作绩效。换句话说，就是要改进雇员的工作绩效。你必须先确定你希望这个雇员的工作绩效是什么样的，而目前他的工作绩效又是什么样的。工作绩效分析的核心是要区分不能做和不愿做的问题。首先，确定是否为不能做。如果是不能做，就要了解

12、具体原因，包括：雇员不知道要做什么或不知道你的标准是什么；系统中的障碍，如缺乏工具或原料；需要工作辅助设备，如彩色编码电线，其可使装配工知道哪条线走向哪里；人员选拔失误导致雇用不具备工作所需技能的人；或者培训不够。其次，也可能是不愿做的问题，这是指如果雇员想做的话他们可以把工作做好。如果是不愿做，可能就得改变奖励制度，也可能要建立一种激励制度。1.2.3 建立培训目标建立具体的、可量度的培训目标是通过确定培训需求应达到的最终目标。例如：如果有工具箱和使用手册，该技术代理人就能够按照手册中的规范在20分钟内校准这台施乐复印机的定位（沿纸边的黑线）。目标详细说明圆满完成培训计划后受训者能够做到的事

13、情。因此，目标为接受培训和实施培训的人提供了共同的努力方向，也为评价计划是否成功提供了基准。1.3 培训与培训技术在确定雇员培训需求并建立培训目标后，就可以实际开展培训了。下面介绍目前最流行的一些培训技术的有点和不足。1.3.1 在职培训在职培训（on the job training，ojt）是指让一个人通过实际做某项工作来学会做这项工作。事实上，从收发室办事员到公司总裁，从进入公司开始就得到某种在职培训。在许多企业中，ojt都是雇员们惟一能得到的培训。这通常表现为安排新雇员跟着有经验的雇员或主管人员学做工作，由这些有经验的工人或主管人员来实施培训。在职培训有几种类型，人们最熟悉的是教练或实

14、习方法，即由一位有经验的工人或直接主管人员在工作岗位上对雇员进行培训的方法。在较低层次上，这种辅导可能只是让受训者通过观察主管人员工作掌握机械操作技能。但这种技术也可以在高层管理人员培训中广泛应用。例如，助理职务通常就是用于培训和开发企业未来高层管理人员的。让雇员（一般是接受管理培训的人）在预订时期内变换工作岗位的工作轮换是另一种ojt技术。同样，特别任务法也是让基层管理人员学习获得解决实际工作问题的第一手经验的方法。ojt有个优点：它比较省钱，受训者边干边学，不需要像教室或教学计划要求的教学手段一类花钱较多的脱产培训设施。同时，这种方法也能促进学习，因为受训者通过实干来学习，能够迅速得到他们

15、工作行为正确与否的反馈。但是，在设计ojt培训计划时，要牢记几个与实施培训者有关的因素。实施培训的人应当接受严格的训练，掌握必需的培训资料（但实际情况往往是，企业有关人员对一个有经验的工人说：“你去培训约翰。”）。应当对被选作培训教师的有经验的人进行有关指导方法的全面培训，尤其要让他们了解我在前面讲过的那些学习的原理和接下来我们要讨论的工作指导技术。1.3.2 工作指导培训许多工作都是由一系列有逻辑顺序的步骤组成的，那么最好是一步一步地来教。这种逐步渐进的过程被称作工作指导培训（job instruction training, jit）。它包括依照适当的逻辑顺序列出某项工作中必需的所有步骤。

16、同时，还要在每个步骤旁列出相应的“要点”（如果有的话）。这些步骤说明要做些什么，而这些要点则说明怎样完成这些步骤以及原因。1.3.3 讲座讲座有几个优点。它是一种迅速、简捷地同时向许多受训人传授知识的方式，例如，当销售人员必须了解某些新产品的特点时，就可采用讲座的方式。又是用书籍、手册等书面材料也可以代替讲座，但这些资料的印刷费用可能比较高，而且，用书面材料不能像讲座那样让人提问并得到解答。1.3.4 视听技术利用电影、闭路电视、录音带或录像带等可以产生很好的效果，因此，这种技术得到广泛的应用。例如，在韦尔霍伊塞公司（weyerhaeuser company），kwai河上的桥等电影就已经作为

17、公司管理人员学校开展人际关系讨论的基础。福特汽车公司在其经销商培训讨论会上，用电影来模拟处理各种客户投诉问题和回应。视听手段比一般讲座花钱多些，但它有一些长处。请考虑在一下场合运用视听手段：1. 在需要描述一段时间内应如何遵循某种特定次序时，例如在培训电线焊接或电话修理技术时，视听手段的动作静止、直接回答、快速和慢速运动功能可能是很有用的。2. 在需要向受训者展示一般讲座中难以表明的事情时，例如，一次生动的工厂参观，或参看体外循环心脏手术录像。3. 在对整个组织的所有人员进行培训时，如果让培训教师一个地方一个地方去讲，成本太高。在你公司购置影像带时，可有三种选择：你可以买现成的录像带或影片；可

18、以自己制作；也可以请某个生产厂家为你们制作影像。目前有许多企业发行视听节目目录，主题很广泛，从求职面试到动物园管理，应有尽有。1.3.5 远距离培训目前，有的企业还在尝试进行远距离培训。使用这种技术，通过电视接收台，培训教师在中心地点可以对许多边远地方的雇员进行培训。例如，amp公司利用卫星对其在美国165个地方以及27个其他国家的工程师和技术员进行培训（该公司制造电及电子通讯设备）。为降低一个培训计划的成本，amp提供教学节目内容，pbs会员机构宾西法尼亚哈里斯堡的第33频道wtif为amp在北美的五个工厂提供播送培训节目所必需的设备和专业人员。1.3.6 程序化教学程序化教学（progra

19、mmed learning）指传授工作技能的系统方法，包括提出疑问或事实，让学习者回答，对其准确的回答及时给予反馈。无论用教科书还是计算机作为程序化教学手段，程序化教学手段都有三种功能：1. 向学习者提出疑问、事实或问题；2. 让学习者回答；3. 对学习者的正确回答给予反馈。程序化教学的主要优点在于它减少将近1/3的培训时间。根据前面列举的学习原理，程序化教学也可有助于学习，因为它让学习者按自定进度学习，提供及时反馈，减少出错的风险。但另一方面，学习者通过程序化教学学到的东西，不比其通过教科书学到的多。因此，要根据程序化教学是加速学习而不是改进学习的事实，来权衡制作程序化教学手册和软件的成本。

20、1.3.7 新雇员培训或模拟培训新雇员培训或模拟培训（vestibule or simulated training）是以脱产方式让受训者用其在工作中将要使用的设备或模拟设备学习的一种培训。如飞行员培训。利用这种技术开展培训可以减少开支和危险性。所以说新雇员培训是让受训者不在实际工作岗位上，但能取在岗培训之长的一种培训技术。新雇员培训能适应那些需要在岗培训，但让雇员在实际工作岗位上接受培训太危险或成本太高的培训要求。这种方法对培训流水线新雇员很有效，因为直接将这些雇员安排在工作中培训可能降低生产率。同样，在岗位培训存在严重的安全问题时，例如飞行员培训，这种培训方法可能是惟一可行的选择。有时，新

21、雇员培训可能只需在不同的房间安装受训者在实际工作中将要使用的设备，但在很多时候，这种培训都需要使用模拟设备。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