1、中文 2955 字 本科毕业论文（设计） 外文翻译 外文题目 No train, no gain 外文出处 People Management,2002(9):p41-42_ 外文作者 Carolyn Cohen 原文 ： No train, no gain Carolyn Cohen Training is one of the key factors in the attracting and retaining staff, and it is often talked about in corporate circles: “What kind of training programs
2、 does your organization offer? How much does your organization spend per employee on training? Yes, I enjoyed that training program but it didnt change how I do things on the job. Training, were told, may be one of the reasons why big organizations with lots of resources have an edge over smaller or
3、ganizations. But even when we buy into the idea that training is a good thing for everyone involved, and we make the decision to allocate resources to it, we often dont know where to start. We just want to be as sure as we can that well get some return on our investment. Lets take a look at why we n
4、eed to offer training in the first place. Then, well consider what our training should be about, how we should offer it and what we need to do to ensure that the training we do provide has some lasting value. The benefits of training Training can prepare your staff for increased demands due to chang
5、es in the way your business operates, technological or market changes or for the commitment youve made to a new standard of excellence. The bottom-line advantage to your business is likely to be financial gain as a result of greater productivity. Training can also help improve employee morale, reduc
6、e turnover, and enhance a companys public imagewhich ultimately aids in business development and in attracting high-quality staff. Most employees will tell you that training helps prepare them for other opportunities such as lateral moves or promotions； learning to do a better job enables them to de
7、rive greater satisfaction from it, and keeps them motivated. What it also doesalthough many dont voice itis show them that their organization cares. If combined with other forms of employee development and strategic initiatives such as reward and recognition programs, training may lead to a greater
8、employee commitment and desire to stay with the organization. Todays U.S. educational system follows an identical structure. Business and the military imitated the public-school system, and the modern training hierarchy was born. Now for the bigger question: Is this 500-year-old format really the mo
9、st effective way to educate and train the postmodern Nintendo Generation of foodservice employees? Maybe its time to train the trainer and let the learners lead. Here are a few strategies: Training starts during hiring. Once a pool of applicants qualifies as a cultural fit for your team, the focus s
10、hould be to seek individuals who have the right attitudes toward learning and development. Look for people who are open to and who enjoy learning. Factoring this into the hiring process will save you time and differentiate you from the competition by building a better, stronger, smarter team. You ar
11、e what you cumulatively know. Every 90 days, scrutinize and assess knowledge gaps and talent gaps across your teams. Hire and develop to fill the gaps. Teach the team how to “read. Train your teams on commonly overlooked basic skills, such as how to read a paycheck, a simple P&L or even wine labels.
12、 Training is not development. Training is sharing new skills or concepts via a live or electronic facilitator. Development is applying and then improving on the new skills back on the job with a guide or mentor. A trainer can light the fire, and the manager keeps the flame fanned. Every supervisor i
13、s constantly training employees by their own actions. All trainers teach, but not all trainers are teachers. Just because youve taught it, doesnt mean that anyone has caught it. The majority of foodservice training today overlooks or underemphasizes the critical skills that matter most, such as prob
14、lem-solving, conflict resolution, creativity, group dynamics, instilling values, team-building and situational leadership. Your core content was not designed by credentialed educators. The truth is that 99.9 percent of foodservice training manuals and curriculum has been written, formatted and rewritten by former servers, bartenders, hosts, managers or concept founders. They may have excelled at their jobs, but most had no formal education on
