員工敬業(yè)度外文翻譯-其他專業(yè)

1、外文翻譯原文1The Rules of Employee EngagementEmployee engagement has been a topic of much conversation and study in the corporate world for the past several years. Its a phrase that has captured the attention of workplace workers, line management, HR managers and the executive suite.The Conference Board d

2、efines employee engagement as “a heightened emotional connection that an employee feels for his or her organization, that influences him or her to exert greater discretionary effort to his or her work.Engaged employees have been shown to willingly contribute their time, talents and abilities to the

3、success of an organization. They not only commit to achieving a companys goals, engaged employees often, at their own volition, extend their discretionary effort to go above and beyond their managements acceptable performance standards. There have been many studies on the benefit of employee engagem

4、ent. According to a Gallup study, 54% of employees are not engaged, 17% are actively disengaged, and only 29% can be considered as engaging their time and talents. Gallups research also revealed how disengaged employees adversely impact a companys performance and profits. According to the research f

5、indings disengaged employees result in 27% more absenteeism, 31% more turnover, 51% less effective and 62% more accidents. Stephen Covey, in his book “The Speed of Trust, indicated that these numbers conservatively cost American businesses between $250 billion and $350 billion annually. Now for the

6、good news. The research findings also reported that engaged employees account for 12% higher customer satisfaction scores, 18% higher productivity, 12% higher profitability and 17% higher earnings per share. How do organizations capitalize on these results? There are many drivers but the strongest o

7、f all is the performance of leaders which carries the most influence on the actions, behaviors and, ultimately, the engagement of employees. At least four studies support some common drivers of engagement which correlates with leaders: Trust and integrity: How well do managers communicate and walk t

8、he talk? Nature of the job: Is it mentally stimulating day-to-day? Career growth opportunities: Are there opportunities? Pride in the organization: How much selfesteem does the employee feel by being associated with the organization? Employee development: Is the organization making an effort to deve

9、lop the skills and knowledge of its employees? Relationship with management: Does the employee value his or her relationship with management?The responsibility for engaging employees falls squarely on an organizations leadership team. Fortunately, there are a few low cost, low tech and high touch wa

10、ys that leaders can build higher levels of engagement into their organizational culture.1. Show that you care about your employees. On a regular basis, demonstrate a sincere interest in them not only as a person but in their health and safety.2. Demonstrate genuine interest in their development. Imp

11、rove engagement by demonstrating a sincere interest in your employees professional growth and development. Consider engaging in frequent, structured and realistic discussions about their development interests and plans.3. Recognize achievements. Simply offering genuine praise and low-cost recognitio

12、n earns higher levels of engagement. Praise and recognize employees whenever their behavior or actions tie into your organizations goals and desired results. However, make sure the recognition offered holds specific meaning for the individual.Leaders have the responsibility to foster a culture of hi

13、gh engagement. If leaders practice the aforementioned actions on a regular basis, employees will recognize and appreciate their active engagement and be highly motivated to respond by becoming more engaged in return.Author: Smith,Jim L.Nationality: AmericanOriginate from: Quality,2021,49(6),p:16-16.

14、譯文1員工敬業(yè)度的規(guī)那么在過去的幾年中，員工敬業(yè)度已經(jīng)成為談?wù)摵脱芯康慕裹c(diǎn)。員工敬業(yè)度吸引了工作場所的工人，直線領(lǐng)導(dǎo)者，人力資源管理者和行政管理者的關(guān)注。會(huì)議委員會(huì)對員工敬業(yè)度的定義為：“員工對他或她的組織感到高度的情感聯(lián)系，這能影響員工為工作付出更多的努力。敬業(yè)的員工已經(jīng)被證實(shí)他們自愿為一個(gè)成功的組織奉獻(xiàn)他們的時(shí)間、天賦和能力。敬業(yè)的員工不僅致力于在自己的能力范圍內(nèi)實(shí)現(xiàn)公司設(shè)定的目標(biāo)，通常他們會(huì)通過自己的努力完成一些超出管理者要求范圍外的事情。已經(jīng)有很多研究證實(shí)員工敬業(yè)度的好處。根據(jù)蓋洛普咨詢公司的一項(xiàng)研究說明，54%的員工是不夠敬業(yè)的，17%的員工完全不敬業(yè)，只有29%的員工能被視為對工作

15、是完全投入了他們的時(shí)間和才能的，即被稱為敬業(yè)。蓋洛普的調(diào)查還說明，完成不敬業(yè)的員工會(huì)給公司的業(yè)績和利潤帶來負(fù)面的影響。研究說明，完全不敬業(yè)的員工中有27%是容易出現(xiàn)曠工，31%以上的員工有離職傾向，51%的員工工作效率是在降低的，62%的員工容易引發(fā)事故。Stephen Covey，在他的著作?信任的速度?中說明，美國企業(yè)中由于員工不敬業(yè)而導(dǎo)致本錢費(fèi)用的增加，這個(gè)數(shù)字保守估計(jì)在2500億美元和3500億美元之間?，F(xiàn)在有一個(gè)好消息，研究的結(jié)果還說明，敬業(yè)的員工能提高12%的顧客滿意度，增加18%的生產(chǎn)率，提高12%的盈利能力，還能使得每股盈利增加17%。那么，組織如何利用這些結(jié)果呢？有很多驅(qū)發(fā)動(dòng)

16、工敬業(yè)度的方法但是最有效的方式是領(lǐng)導(dǎo)者的行為。這些領(lǐng)導(dǎo)者需要具備對員工的動(dòng)作、行為有深刻的影響力，最終能提高員工敬業(yè)度。至少有四份研究報(bào)告能夠支持一些常見的員工敬業(yè)度的驅(qū)動(dòng)因素與領(lǐng)導(dǎo)者有關(guān)：信任與正直：怎樣管理員工溝通和言行一致？工作的性質(zhì)：工作是否每天都是具有鼓勵(lì)的？職業(yè)開展時(shí)機(jī)：有時(shí)機(jī)嗎？組織自豪感：當(dāng)與組織聯(lián)系在一起時(shí)，你自豪嗎？員工開展：組織是否為員工的技能和知識的開展做了努力？關(guān)系管理：組織是否存在員工的價(jià)值關(guān)系管理？一個(gè)組織的領(lǐng)導(dǎo)班子有聘用員工的責(zé)任。幸運(yùn)的是，可以運(yùn)用一些低本錢、低技術(shù)和高接觸的方式，幫助領(lǐng)導(dǎo)者建立更高層次的員工敬業(yè)度，并是他們參與到組織文化中。1.表現(xiàn)出你關(guān)心你

17、的雇員。定期對他們表現(xiàn)出真誠的興趣，主要關(guān)注他們的健康和平安。2.對員工的開展展示真正的興趣。通過關(guān)心員工專業(yè)上的成長和開展提高他們的敬業(yè)度。對于從事頻繁性工作的員工，認(rèn)真討論他們的開展利益和方案。3.認(rèn)可成果。簡單真誠的贊美和低本錢的認(rèn)可可以得到員工更高層次的參與。只要他們的行為是有利于組織的目標(biāo)和期望的結(jié)果實(shí)現(xiàn)的，領(lǐng)導(dǎo)者可以及時(shí)贊美和認(rèn)可員工的行為。但是，請一定要確保這種認(rèn)可個(gè)人是有特殊意義的。領(lǐng)導(dǎo)者有責(zé)任培養(yǎng)高度參的組織文化。如果領(lǐng)導(dǎo)者定期實(shí)踐上述的行動(dòng)，員工會(huì)以積極參與和高度自我鼓勵(lì)作為回報(bào)。 Smith,Jim L.國籍：美國文獻(xiàn)出處：質(zhì)量,2021,496,第16-16頁.原文2H

18、ow leaders stimulate employee learning : A leadermember exchange approachEmployee engagement in learning activitiesEmployee engagement in learning activities has become an increasingly important topic in recent years. Demands made on employees to upgrade their job skills and knowledge are increasing

19、 continuously because organizations are faced with markets that are global, competitive, and technologically based (Maurer & Tarulli, 1994). Therefore, employees who actively engage in learning activities are one of the most important sources of competitive advantage for organizations (Senge, 20

20、06; Vera & Crossan, 2004).Like organizations, leaders, and employees each benefit from employee engagement in learning activities. Leaders benefit when they encourage employees to undertake tasks that lead to learning because doing so helps attain strategic team goals (Jansen, Vera, & Crossa

21、n, 2021). Moreover, employee learning is associated with improved job performance (Arthur, Bennett, Edens, & Bell, 2003), and the acquisition of new skills that serve as antecedents of job performance (Aguinis & Kraiger, 2021). Learning is also crucial for employees because they need to stay

22、 current in a labour market that no longer guarantees long-term employment and job security (Arthur & Rousseau, 1996). Moreover, continuous learning is an important part of many jobs because job requirements are undergoing constant change (Sonnentag et al., 2004). In addition to being a necessit

23、y, engagement in learning activities can be challenging and fun, and research has associated employee learning with positive work attitudes such as job satisfaction, organizational commitment, and retention (Mikkelsen, Saksvik, Eriksen, & Ursin, 1999).There are many different ways for employees

24、to engage in learning activities. Whereas organizations focused on formal training programmes in the past, they recognize now that valuable learning takes place within the daily work situation (Poell, van Dam, & van den Berg, 2004). Much employee learning is believed to occur through assignments

25、 that go beyond usual job responsibilities such as new and challenging tasks, job transitions, task-force assignments, temporary attachments to other work units, and project work (Birdi, Allan, & Warr, 1997; Maurer et al., 2002). Instead of viewing learning as an occasional training need, employ

26、ee learning is viewed as a continuous process, that may also focus on future assignments and career development (McCauley & Hezlett, 2001; Noe et al., 1997).Because much learning occurs within the daily work situation, leaders are generally considere to be an important force behind employee enga

27、gement in learning activities (Sonnentag et al., 2004). There is clear evidence that support from the leader enhances participation in learning activities (Birdi et al., 1997; Colquitt, LePine, & Noe, 2000). Noe and Wilk (1993) found that employee perceptions of their supervisors support for dev

28、elopment activity influenced employee engagement in learning activities. Similarly, Colquitt et al.s (2000) meta-analytic study showed that employee motivation to learn was related to their leaders supportive behaviours. Despite this evidence, surprisingly few studies have examined the underlying pr

29、ocess between leaders and employees that results in employee learning. The present study focused on the LMX relationship to explain how leader behaviour and employee learning are related.Leadermember exchange and employee engagement in learning activitiesLMX theory posits that leaders and members en

30、gage in a role development process during which differentiated role definitions develop between a leader and an individual employee (Graen & Cashman, 1975). Whereas low-quality relationships involve rudimentary exchanges that typify the basic employment contract, high-quality relationships are c

31、haracterized by mutual trust, respect, and loyalty between leader and employee. Based on the concepts of social exchange (Blau, 1964) and reciprocity (Gouldner, 1960), LMX theory posits that the exchange relationship creates a feeling of obligation in members to reciprocate high-quality relationship

32、s (Graen & Uhl-Bien,1995). As such, high-LMX employees are sometimes referred to as trusted assistantswho are committed to the leader and who enhance their leaders effectiveness (Liden, Sparrowe, &Wayne, 1997). Research has demonstrated that LMX is related to important employee and organizat

33、ional outcomes such as job performance, organizational citizenship behaviour, job satisfaction, organizational commitment, retention, and openness to organizational change (e.g., Gerstner & Day, 1997; Hofmann, Morgeson, & Gerras, 2003; van Dam, Oreg, & Schyns, 2021).It is generally expec

34、ted that high-LMX employees engage in more learning activities than do low-LMX employees (e.g., Driver, 2002; Maurer et al., 2002; Paparoidamis, 2005). Empirical evidence has indicated that employees in high-quality LMX relationships, in contrast to those in low-quality LMX relationships, receive gr

35、eater opportunities for personal growth and more challenging work assignments (Graen & Scandura, 1987; Liden et al., 1997), are provided with higher levels of support (Kraimer, Wayne, & Jaworski, 2001), and progress more rapidly in their careers (Scandura & Schriesheim, 1994; Wayne, Lide

36、n, Kraimer, & Graf, 1999). The quality of the leader member relationship has also been found to affect employee learning goal orientation(Janssen & Van Yperen, 2004).However, few studies have focused on the specific mechanisms and behaviours through which LMX impacts employee learning. We ar

37、gue that two mechanisms within the LMX relationship might be at work. The first mechanism, which is related to the role making process, refers to a mediation effect of leader behaviours and holds that leaders will more actively stimulate and challenge high-LMX, compared to low-LMX employees, to enga

38、ge in learning activities. The second mechanism, which is related to the norm of reciprocity, refers to a moderating effect and holds that high-LMX employees will respond more strongly, than will low-LMX employees, to their leaders goal setting and feedback behaviours because they want to reciprocat

39、e the leaders efforts and expectations.Author：Chiao,Cing-kaeNationality：Taiwan，ChinaOriginate from：Taiwan Development Perspectives，20073，291-301.譯文2領(lǐng)導(dǎo)如何激發(fā)員工的參與學(xué)習(xí)：一個(gè)領(lǐng)導(dǎo)成員交換的方法員工參與學(xué)習(xí)活動(dòng)在最近幾年，員工參與學(xué)習(xí)活動(dòng)已經(jīng)成為一個(gè)越來越重要的話題。當(dāng)今，組織正面臨著經(jīng)濟(jì)全球化、競爭日益劇烈的、以技術(shù)為導(dǎo)向的市場，要求員工需要不斷地提升他們的工作技能，增加他們的的知識(Maurer & Tarulli, 1994)。因

40、此，員工積極參與學(xué)習(xí)活動(dòng)是組織獲得競爭優(yōu)勢最重要的來源之一(Senge, 2006; Vera & Crossan, 2004)。組織、領(lǐng)導(dǎo)者和員工每一個(gè)都能在學(xué)習(xí)活動(dòng)的參與中受益。當(dāng)領(lǐng)導(dǎo)者鼓勵(lì)員工參與活動(dòng)，讓他們承當(dāng)任務(wù)時(shí)，領(lǐng)導(dǎo)者就會(huì)從中獲利，因?yàn)閱T工的參與有助于組織實(shí)現(xiàn)戰(zhàn)略目標(biāo)(Jansen,Vera, & Crossan, 2021)。此外，員工的參與和提高員工的工作績效 (Arthur, Bennett, Edens, & Bell, 2003)，獲取新的技能(Aguinis & Kraiger, 2021)都有相關(guān)性。對員工來說，學(xué)習(xí)也是至關(guān)重要的，因

41、為他們需要及時(shí)了解當(dāng)前的勞動(dòng)力市場和就業(yè)保障，因?yàn)樵谶@樣的就業(yè)形勢下，誰也不能保障能長期就業(yè)(Arthur & Rousseau, 1996)。此外，不斷學(xué)習(xí)是許多工作的重要組成局部，因?yàn)楣ぷ鞯囊笤诓粩嗟刈兓?Sonnentag et al., 2004)。除了不可或缺的原因之外，員工參與學(xué)習(xí)活動(dòng)是充滿挑戰(zhàn)和樂趣的，還能研究員工參與學(xué)習(xí)活動(dòng)與積極的工作態(tài)度之間的關(guān)系，如工作滿意度，組織承諾，核心人員保持 (Mikkelsen, Saksvik, Eriksen, & Ursin, 1999) 。員工參與學(xué)習(xí)活動(dòng)有很多不同的方式。在過去，組織專注于正規(guī)的培訓(xùn)，現(xiàn)在他們開始認(rèn)識到

42、珍貴的學(xué)習(xí)需要貫穿于日常的工作中(Poell,van Dam, & van den Berg, 2004)。許多員工的學(xué)習(xí)被認(rèn)為是超越一般的崗位職責(zé)，如新的具有挑戰(zhàn)性的任務(wù)，工作的轉(zhuǎn)換，任務(wù)的分配，臨時(shí)到其他工作單位實(shí)習(xí)和完成工程工作(Birdi, Allan, & Warr, 1997; Maurer et al., 2002)。不能把學(xué)習(xí)當(dāng)做是一個(gè)偶然的培訓(xùn)需要，而是應(yīng)該把學(xué)習(xí)看作是一個(gè)連續(xù)的過程，這個(gè)過程也許可能專注未來的任務(wù)和職業(yè)的開展(McCauley & Hezlett, 2001; Noe et al., 1997)。因?yàn)樵S多員工參與學(xué)習(xí)是發(fā)生在日常工作中的，所以領(lǐng)導(dǎo)者通常被認(rèn)為是員工參與學(xué)習(xí)活動(dòng)的一個(gè)重要力量(Sonnentag et al., 2004)。研究數(shù)據(jù)明確說明，領(lǐng)導(dǎo)者的支持增強(qiáng)了員工參與學(xué)習(xí)活動(dòng)(Birdi et al., 1997; Colquitt, LePine, & Noe, 2000)。Noe and Wilk (1993)發(fā)現(xiàn)主管對員工的看法在員工參與學(xué)習(xí)活動(dòng)中，有很大的影響作用。同樣，Colquitt et al.s (2000)