1、中文 3665 字 本科毕业论文（设计） 外文翻译 外文题目 Designing effective employee training programmed 外文出处 Training for Quality， 2007（ 5）： P52 57 外文作者 Aaron W. Hughey and Kenneth J. Mussnug 原文： Designing effective employee training programmed Aaron W. Hughey and Kenneth J. Mussnug Employee training is far more prevalent
2、today than it was ten years ago. Today, almost all companies provide some type of training for their employees. For some companies, training is a very formal process. Entire departments are devoted to conducting both initial and ongoing employee training programmed. Other companies bring in outside
3、consultants to conduct employee training sessions. The motivation for providing such training varies considerably from organization to organization. A few companies are genuinely committed to enhancing the skills and competences of their workforce. Other companies conduct training primarily to meet
4、required job safety regulations. Sadly, many companies conduct training simply for appearances sake. Regardless of the reasons or level of commitment to the process, the need for employee training has increased significantly in recent years. This increase is directly related to the rapidly expanding
5、 use of technology within society in general and business and industry in particular. It has also been precipitated by a renewed emphasis on quality and customer satisfaction, and the non-traditional management philosophies which are driven by those emphases. Moreover, companies are beginning to rec
6、ognize that learning truly is a lifelong endeavor and developmental activities such as employee training have a profoundly positive impact on job satisfaction, productivity and, ultimately, overall profitability. The fact is that training, when carefully developed and appropriately implemented, can
7、have a desirable impact on the bottom line. The underlying aim of all employee training is to increase efficiency. Other outcomes are really auxiliary and/or incidental. While goals such as facilitating the personal and/or professional development of employees are commendable, they do not constitute
8、 the primary impetus for most training efforts. Companies exist to make money. The desire to optimize profitability drives most management decisions. Management consistently views employee training as simply an additional avenue for enhancing the total financial return on investment. Rather than det
9、racting from the importance of employee training programmed, however, this view inherently provides the training manager with the kind of credibility essential to success. Training vs. education The tremendous power associated with learning through involvement has been recognized and accepted for mo
10、st of the past century. But, when it comes to employee training, especially when limited financial resources are available, many companies seem to favor a more cost-sensitive, but far less effective, approach. They turn to education instead of training. There is a significant difference between empl
11、oyee training and education- particularly within the context of adult learning paradigms. Education typically takes place in a classroom and involves a transfer of knowledge through the use of formal methods such as lectures and directed discussion. Participants learn new and relevant information, b
12、ut the acquisition of new skills and competences, designed to enhance profitability or quality is usually not the intended outcome； i.e. their ability to actually do something new is often not exploited. In other words, knowing about a skill is not the same as being skilful. Adults learn more effici
13、ently when they are allowed to talk about the subject, relate it to their own experiences, and discover the usefulness of the skills for themselves. But this type of learning is also very time-consuming. Many companies regularly sacrifice long-term gains for short-term convenience and economy. More
14、information can be provided using the lecture format and many training sessions are lecture-based simply because of the time commitment involved. Yet most employees simply do not learn very well when they are talked to. They need to be more actively involved in the learning experience. Training, on
15、the other hand, typically entails personal involvement, commitment, and experiential gains. Training involves learning by doing. Competence, much more than knowledge, constitutes real power. True training occurs when skills that can be measurably defined are enhanced until the competence level is visibly enhanced. Training aims to provide employees with proficiency in the execution of given tasks.
