设计有效的职工培训计划翻译可编辑.docx
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设计有效的职工培训计划翻译可编辑.docx
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设计有效的职工培训计划翻译可编辑
外文翻译
原文:
Designingeffectiveemployeetrainingprogrammed
外文出处TrainingforQuality,2007(5):
P52–57
AaronW.HugheyandKennethJ.Mussnug
Employeetrainingisfarmoreprevalenttodaythanitwastenyearsago.Today,almostallcompaniesprovidesometypeoftrainingfortheiremployees.Forsomecompanies,trainingisaveryformalprocess.Entiredepartmentsaredevotedtoconductingbothinitialandongoingemployeetrainingprogrammed.Othercompaniesbringinoutsideconsultantstoconductemployeetrainingsessions.Themotivationforprovidingsuchtrainingvariesconsiderablyfromorganizationtoorganization.Afewcompaniesaregenuinelycommittedtoenhancingtheskillsandcompetencesoftheirworkforce.Othercompaniesconducttrainingprimarilytomeetrequiredjobsafetyregulations.Sadly,manycompaniesconducttrainingsimplyforappearance'ssake.
Regardlessofthereasonsorlevelofcommitmenttotheprocess,theneedforemployeetraininghasincreasedsignificantlyinrecentyears.Thisincreaseisdirectlyrelatedtotherapidlyexpandinguseoftechnologywithinsocietyingeneralandbusinessandindustryinparticular.Ithasalsobeenprecipitatedbyarenewedemphasisonqualityandcustomersatisfaction,andthenon-traditionalmanagementphilosophieswhicharedrivenbythoseemphases.Moreover,companiesarebeginningtorecognizethatlearningtrulyisalifelongendeavoranddevelopmentalactivitiessuchasemployeetraininghaveaprofoundlypositiveimpactonjobsatisfaction,productivityand,ultimately,overallprofitability.Thefactisthattraining,whencarefullydevelopedandappropriatelyimplemented,canhaveadesirableimpactonthebottomline.
Theunderlyingaimofallemployeetrainingistoincreaseefficiency.Otheroutcomesarereallyauxiliaryand/orincidental.Whilegoalssuchasfacilitatingthepersonaland/orprofessionaldevelopmentofemployeesarecommendable,theydonotconstitutetheprimaryimpetusformosttrainingefforts.Companiesexisttomakemoney.Thedesiretooptimizeprofitabilitydrivesmostmanagementdecisions.Managementconsistentlyviewsemployeetrainingassimplyanadditionalavenueforenhancingthetotalfinancialreturnoninvestment.Ratherthandetractingfromtheimportanceofemployeetrainingprogrammed,however,thisviewinherentlyprovidesthetrainingmanagerwiththekindofcredibilityessentialtosuccess.
Trainingvs.education
Thetremendouspowerassociatedwithlearningthroughinvolvementhasbeenrecognizedandacceptedformostofthepastcentury.But,whenitcomestoemployeetraining,especiallywhenlimitedfinancialresourcesareavailable,manycompaniesseemtofavoramorecost-sensitive,butfarlesseffective,approach.Theyturntoeducationinsteadoftraining.
Thereisasignificantdifferencebetweenemployeetrainingandeducation-particularlywithinthecontextofadultlearningparadigms.Educationtypicallytakesplaceinaclassroomandinvolvesatransferofknowledgethroughtheuseofformalmethodssuchaslecturesanddirecteddiscussion.Participantslearnnewandrelevantinformation,buttheacquisitionofnewskillsandcompetences,designedtoenhanceprofitabilityorqualityisusuallynottheintendedoutcome;i.e.theirabilitytoactuallydosomethingnewisoftennotexploited.Inotherwords,knowingaboutaskillisnotthesameasbeingskilful.
Adultslearnmoreefficientlywhentheyareallowedtotalkaboutthesubject,relateittotheirownexperiences,anddiscovertheusefulnessoftheskillsforthemselves.Butthistypeoflearningisalsoverytime-consuming.Manycompaniesregularlysacrificelong-termgainsforshort-termconvenienceandeconomy.Moreinformationcanbeprovidedusingthelectureformatandmanytrainingsessionsarelecture-basedsimplybecauseofthetimecommitmentinvolved.Yetmostemployeessimplydonotlearnverywellwhentheyare"talkedto".Theyneedtobemoreactivelyinvolvedinthelearningexperience.
Training,ontheotherhand,typicallyentailspersonalinvolvement,commitment,andexperientialgains.Traininginvolveslearningbydoing.Competence,muchmorethanknowledge,constitutesrealpower.Truetrainingoccurswhenskillsthatcanbemeasurablydefinedareenhanceduntilthecompetencelevelisvisiblyenhanced.Trainingaimstoprovideemployeeswithproficiencyintheexecutionofgiventasks.Theoutcomesoftrainingshouldbetangible,inthattheyshouldcomplementandsupportthecompany'sfinancialstability.Thinkaboutit.Ifyouneededanoperation,wouldyouwantaphysicianperformingtheprocedurewhoiseducatedinmedicaltheoryoronewhoistrainedinsurgicaltechnique?
Recently,afewtraining"gurus"havetakenissuewiththetrainingmodeldiscussedhereandhavearguedthatteachingpeopletothinkismoreimportantthatteachingspecificskills.Theresponseoftheinformedtrainingmanagertosuchcriticismisquiteelegant.Thinkingisaskilljustlikeanyother.Itisself-evidentthat,inthefuture,employeeswillneedbetterdecision-makingandproblem-solvingskillstosurviveandremainemployable.Buttheirneedforhighlyspecificskillsandcompetenceswillonlyincreasewiththepassingoftime.Forsomeonetobefunctional,theyhavetobeabletodosomething.
Afinalnoteaboutlearningbydoing.Manytrainingprogrammedfocusonthemodificationofemployeebehaviorinadirectionthatisdeemedadvantageoustoboththecompanyandtheindividual.Thismayevenbetheprimarypurposeoftheentiretrainingprogrammed.Unlessthesetypesoftrainingventuresfocusonspecificskillsandcompetences,however,theoddsagainstthemaremonumental.Thedesiretochangebehaviorinapositivedirectionis,inandofitself,anadmirablegoal.Butforbehaviorchangetobepermanent,itmustbelinkedtotheacquisitionofnewcompetences.Whenemployeeslearnnewskills,theirbehaviorinevitablychanges.Behaviorchangeisbestrealizedasaby-productofotherformsoftraining.
"Softskills"training
Asalludedtopreviously,thebenefitsofalearning-by-doingapproachtoemployeetraininghavebeenrecognizedforyears.Still,manycompaniescontinuetofocusonso-called"feelgood"trainingprogrammedasopposedtothosewhichtargetspecific,utilizablecompetences.Suchprogrammedtypicallyinvolvetraininginsoftskills,i.e.skillssuchaslistening,communication,teamwork,leadership,etc.Althoughthesetopicsaregenerallywellreceived,theevidenceseemstobethattheyaretheleasteffectiveintermsoftangiblegains.Mostsoftskillstrainingisneverputintoactualpractice-i.e.theinformationcoveredinthesetypesoftrainingsessionsisalmostneverutilizedinconcrete,on-the-jobsituations.
Forexample,alotofcompaniestodayareconducting"team"trainingwithoutfirstdefiningwhatthedesiredoutcomesofthetrainingare,orhowtheteamsshouldbeabletofunctionattheconclusionofthetrainingprogrammed.Teamtraining,especiallyinitsearlystages,typicallyinvolvesvariousgroupdecision-makingexercisesthatcentreonsomehypotheticalsituationsuchasbeinglostinthewildernessordesertwithminimalresources.Participantshavetodecideasagrouphowtoestablishprioritiesandproceedcollectively.Theideaisthatemployeeswillbeabletoseeaconnectionbetweenhowtheywouldhandleahypotheticalproblemandhowtheyshouldhandlesimilaron-the-jobsituations.Buttranslatingtheclassroomexperienceintospecificskillsthatemployeesactuallyintegrateintotheirjobperformanceisextremelychallenging.Whilethesekindsofstructuredexperiencesprobablyhaveaplaceinemployeetrainingprogrammed,theyshouldneverbeallowedtobecomeaprimaryemphasis.Theysometimesserveagooddiversionaryorstress-relievingpurpose,buttheyaresimplynotinthesameleaguewithtechnicaltrainingthatenhancesthe"howto"repertoireofemployees.
Asillustratedbytheprecedingscenario,trainingsessionswhichdealwithsoftskillstopicssuchasdiversityandqualityareoftenquiteentertainingbutseldominvolvethekindsofhands-onexperiencesthathelpemployeestranslateawarenessintoaction.Role-playing,gamesandsimulationshelptopresenttheideasinamorepalpablecontext,buttheyseldomprecipitatetheacquisitionofusefulskills.Thosewhoattendsuchtrainingrarelygetareal"feel"forhowtoimplementwhatispresentedinarealisticcontext.Assuch,thistypeoftrainingroutinelyamountstonothingmorethanaratherexpensivewasteofeveryone'stimeandmoney.
Itisimportanttorememberthattrainingshouldonlyinvolvetangible,hands-onskillsandobservablebehaviors.Traininggoalsandobjectivesshouldnotinvolvefeelingsandemotions."Toenhancetheemployee'sappreciationofquality"isnotanappropriatetrainingobjective.Itisdifficulttoexplainwhat"appreciation"is,muchlesshowitcanbetaughtwithinaskills-basedcontext.Thepurposeoftrainingistoenhancebehaviors,notattitudes.Keeptrainingobjectivesfocusedonskillsandcompetences-attitudinalchangeswilloccurspontaneouslywithtime.Employeetrainingprogrammedsimplyhavenocausetodelveintotheaffective
domain.
Theroleofthe"trainingmanager"
"Trainingmanager"seemstobeafairlycommonjobtitleinanycompanyofconsiderablesize.Manysmallercompaniesalsohaveindividualswhosekeyresponsibilitiesentailsomeformofemployeetraining.Furthermore,mostlargecorporationshaveastaffofseveralfull-timeprofessionalswhosesolefunctionistoassesstrainingneedsandinstitutetrainingprogrammedbasedonthecompany'sneeds.Whilethelengthoftimespentmanagingatrainingprogrammedtendstoberelatedtocompa
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