2938.B論家族企業(yè)XXX百貨的員工培訓(xùn) 外文參考文獻(xiàn)譯文及原文

1、本科畢業(yè)設(shè)計(jì)（論文）外文參考文獻(xiàn)譯文及原文 學(xué) 院 經(jīng)濟(jì)管理學(xué)院 專(zhuān) 業(yè) 工商管理 年級(jí)班別 學(xué) 號(hào) 學(xué)生姓名 指導(dǎo)教師 年 月 日1 培訓(xùn)的過(guò)程1.1 導(dǎo)言：培訓(xùn)和響應(yīng)培訓(xùn)就是給新雇員或現(xiàn)有雇員傳授其完成本職工作所必需基本技能的過(guò)程。因此，培訓(xùn)可以是給一個(gè)機(jī)械工演示如何操作他的新機(jī)器，也可以是向一個(gè)推銷(xiāo)員示范怎樣賣(mài)出公司產(chǎn)品、或者是向一個(gè)新的主管講授如何和員工面談、如何評(píng)價(jià)員工等等。然而不管是何種培訓(xùn)，它的目的就是為員工提供勝任其目前從事工作所必需的技能。而員工和管理人員開(kāi)發(fā)則是一種長(zhǎng)期的培訓(xùn)。其目的就是開(kāi)發(fā)現(xiàn)有和未來(lái)的員工以勝任將來(lái)出現(xiàn)的工作，或者是解決有關(guān)組織的問(wèn)題，例如部門(mén)間信息交流不

2、暢問(wèn)題。培訓(xùn)和開(kāi)發(fā)所使用的方法通常是相同的，但二者之間還是有一定程度區(qū)別的。實(shí)際上，現(xiàn)在培訓(xùn)的目的比過(guò)去要廣泛得多。在過(guò)去，大多數(shù)公司習(xí)慣于強(qiáng)調(diào)生產(chǎn)過(guò)程的培訓(xùn)，主要是傳授給員工從事工作的必要的專(zhuān)門(mén)技能，比如，培訓(xùn)裝配工焊接線路或培訓(xùn)教師制定課程計(jì)劃。然而，在20世紀(jì)80年代和90年代，培訓(xùn)和開(kāi)發(fā)的程序及其目的都發(fā)生了變化?，F(xiàn)在的管理者不得不適應(yīng)快速的技術(shù)變革，不得不提高產(chǎn)品質(zhì)量和服務(wù)質(zhì)量和提高生產(chǎn)效率以保持競(jìng)爭(zhēng)力。然而提高質(zhì)量常需補(bǔ)習(xí)式的教育培訓(xùn)，質(zhì)量改善計(jì)劃要求員工具有重要的思考關(guān)鍵問(wèn)題的技能、繪制圖表和分析資料的能力。同時(shí)員工也必須會(huì)運(yùn)用或能獲得團(tuán)隊(duì)建設(shè)、決策以及溝通方面的技能。同樣，由于

3、企業(yè)不斷地進(jìn)行技術(shù)改進(jìn)，這就需要企業(yè)員工接受相關(guān)技術(shù)和計(jì)算機(jī)技能方面的培訓(xùn)（比如桌面排版系統(tǒng)、計(jì)算機(jī)輔助設(shè)計(jì)和制造技術(shù)）。另外由于競(jìng)爭(zhēng)愈來(lái)愈激烈，因而需要企業(yè)提供更好的服務(wù)。因此，管理者已越來(lái)越依賴于顧客服務(wù)培訓(xùn)，這樣員工與顧客打交道時(shí)，該培訓(xùn)能給企業(yè)員工提供更為有效的工具和技能，比如有效的傾聽(tīng)技能。總之，這樣從純粹生產(chǎn)過(guò)程轉(zhuǎn)變過(guò)來(lái)的可以很好地解釋下面的問(wèn)題，即在最近一年為什么每個(gè)生產(chǎn)工人平均接受的培訓(xùn)為37小時(shí)，而在上一年培訓(xùn)時(shí)間卻僅為31小時(shí)。培訓(xùn)和開(kāi)發(fā)過(guò)程的五個(gè)步驟一般地，我們認(rèn)為一個(gè)典型的培訓(xùn)或開(kāi)發(fā)計(jì)劃是由五個(gè)步驟組成的。第一步是需求分析階段，它的目的是確定某項(xiàng)工作所需技能，分析將要受

4、訓(xùn)者的技能和需求，并且制定具體的、可測(cè)量的知識(shí)和績(jī)效目標(biāo)（在這里，要確?？?jī)效欠缺可以通過(guò)培訓(xùn)得到補(bǔ)足。但這種欠缺不是由于低工資帶來(lái)的低士氣所引起的）。第二步是指導(dǎo)設(shè)計(jì)階段，要編寫(xiě)制訂出培訓(xùn)計(jì)劃的實(shí)際內(nèi)容，包括工作手冊(cè)、訓(xùn)練和多種活動(dòng)。第三步是培訓(xùn)計(jì)劃有效性的論證階段、在此期間讓一小部分有代表性的員工檢查培訓(xùn)計(jì)劃并找出其中的缺點(diǎn)和不足。第四步是計(jì)劃實(shí)施階段，本階段按本文以及下一節(jié)所提到的（例如，在崗培訓(xùn)或程序化學(xué)習(xí)）方法進(jìn)行培訓(xùn)。最后是培訓(xùn)的評(píng)估與跟蹤檢查階段，在此要評(píng)價(jià)培訓(xùn)計(jì)劃的成敗得失。培訓(xùn)和開(kāi)發(fā)過(guò)程的五個(gè)步驟：l、需求分析(1)確定為提高工作績(jī)效和生產(chǎn)力所需的具體工作技能。(2)對(duì)接受培訓(xùn)

5、的員工進(jìn)行分析，確保培訓(xùn)計(jì)劃不僅與他們的態(tài)度和個(gè)人動(dòng)機(jī)相符，而且，還和受訓(xùn)者持定的教育水平經(jīng)歷以及技能相匹配。(3)通過(guò)研究，制定具體的，有測(cè)量的知識(shí)和績(jī)效目標(biāo)。2、指導(dǎo)設(shè)計(jì)(1)收集指導(dǎo)目標(biāo)、方法、媒介以及培訓(xùn)內(nèi)容、范例、練習(xí)、各種活動(dòng)的描述和順序的各種資料，將這些內(nèi)棄編成一門(mén)課程，該課程應(yīng)遵循成人學(xué)習(xí)理論，并為計(jì)劃開(kāi)發(fā)提供藍(lán)圖。(2)保證所有培訓(xùn)材料寫(xiě)清楚。比如，錄像資料、領(lǐng)導(dǎo)指示以及受訓(xùn)者工作手冊(cè)等。它們補(bǔ)充成為一個(gè)完整的計(jì)劃，計(jì)劃應(yīng)和闡述的學(xué)習(xí)目標(biāo)一致。(3)對(duì)所有培訓(xùn)元素進(jìn)行仔細(xì)和專(zhuān)門(mén)地處理（不論它們是寫(xiě)在紙上，還是復(fù)制到膠片上或是磁帶上），我們都要保證其質(zhì)量和有效性。3、有效性(1

6、)將培訓(xùn)計(jì)劃交給有代表性的員工。讓他們對(duì)其有效性進(jìn)行評(píng)價(jià)。然后根據(jù)評(píng)價(jià)的結(jié)果進(jìn)行最后的修訂以確保計(jì)劃有效。4、實(shí)施(1)在計(jì)劃生效后，要對(duì)培訓(xùn)師開(kāi)展專(zhuān)門(mén)的培訓(xùn)討論會(huì)，而這種活動(dòng)有助于培訓(xùn)的成功，它除了培訓(xùn)內(nèi)容外，還注重其提供的培訓(xùn)知識(shí)和技能。5、評(píng)價(jià)和跟蹤(1)評(píng)價(jià)培訓(xùn)計(jì)劃成功的依據(jù)：反應(yīng)-記錄學(xué)習(xí)者對(duì)培訓(xùn)直接反應(yīng)。知識(shí)-運(yùn)用反饋工具或事先事后測(cè)試來(lái)確定學(xué)習(xí)者實(shí)際學(xué)到的東西。行為-注意主管對(duì)學(xué)習(xí)者受訓(xùn)后工作績(jī)效的評(píng)價(jià)。這是測(cè)量受訓(xùn)者在工作中運(yùn)用新技能和新知識(shí)能力的一種工具。成效-確定工作績(jī)效提高的程度，并且對(duì)需要維持的績(jī)效進(jìn)行評(píng)價(jià)。培訓(xùn)和學(xué)習(xí)從本質(zhì)上看，培訓(xùn)是一種學(xué)習(xí)過(guò)程。因而，要有效地培訓(xùn)員

7、工就有必要掌握一些有關(guān)人類(lèi)學(xué)習(xí)的知識(shí)。下面是一些基于學(xué)習(xí)理論的建議。意義的材料更易于被受訓(xùn)者理解和記憶。 在培訓(xùn)開(kāi)始時(shí)，給受訓(xùn)者介紹有關(guān)資料的總體情況，使之了解整個(gè)學(xué)習(xí)資料的情況。1、在介紹資料時(shí)，最好使用受訓(xùn)者熟悉的不同實(shí)例。2、按邏輯順序組織材料，并使各個(gè)組成部分都有意義。盡量使用受訓(xùn)者熟知的術(shù)語(yǔ)和概念.盡可能多地運(yùn)用直觀教具。3、確保新知識(shí)從培訓(xùn)場(chǎng)所到工作場(chǎng)所的轉(zhuǎn)換容易程度。 2 培訓(xùn)需求分析如果有必要的話，培訓(xùn)的第一步就是要確定需要培訓(xùn)什么，在評(píng)估新雇員培訓(xùn)要求時(shí)，培訓(xùn)者的主要任務(wù)就是要確定某項(xiàng)工作的要求并將它劃分成一些子任務(wù)，然后將這些子任務(wù)講授給新員工。而對(duì)在崗員工培訓(xùn)需求的評(píng)估則

8、可能更復(fù)雜一些，因?yàn)槟氵€得確定培訓(xùn)是否能解決問(wèn)題。例如，有時(shí)工作績(jī)效下降也可能是因?yàn)楣ぷ鳂?biāo)準(zhǔn)制定不清或員工缺乏動(dòng)力而造成的。任務(wù)分析和工作績(jī)效分析是確定培訓(xùn)需求的兩種主要方法。調(diào)查表明約19的雇主說(shuō)他們采用任務(wù)分析來(lái)確定培訓(xùn)需求，而任務(wù)分析是一種工作需求的分析，任務(wù)分析特別適用于確定新員工的培訓(xùn)需求。而工作績(jī)效分析則是通過(guò)對(duì)在崗員工工作績(jī)效的評(píng)估來(lái)確定培訓(xùn)是否可以減少像廢品過(guò)多或產(chǎn)量較低一類(lèi)的工作績(jī)效問(wèn)題。其他可用于確定培訓(xùn)需求的方法包括主管報(bào)告、人事記錄、管理部門(mén)要求、觀察、工作知識(shí)測(cè)驗(yàn)以及問(wèn)卷調(diào)查。無(wú)論我們采用何種方法，不管是任務(wù)分析、工作績(jī)效分析或是其他方法，員工的投入是必不可少的。事實(shí)

9、證明沒(méi)有任何人能像實(shí)際從事某項(xiàng)工作的員工那樣更了解他的工作，因而要求員工參與需求分析是一種明智之舉。任務(wù)分析：評(píng)估新員工的培訓(xùn)需求任務(wù)分析用以確定新員工的培訓(xùn)要求。特別是對(duì)于級(jí)別較低的工作而言，我們通常先聘用沒(méi)有經(jīng)驗(yàn)的員工然后對(duì)其進(jìn)行培訓(xùn)。在這種情況下，培訓(xùn)者的目標(biāo)是開(kāi)發(fā)必要的技能和知識(shí)。因?yàn)檫@是良好工作績(jī)效所要求的。因此這種培訓(xùn)通常是基于任務(wù)分析基礎(chǔ)上的，它通過(guò)對(duì)某項(xiàng)工作的詳細(xì)研究以確定其需要的特定技能，如裝配工的焊接技能或主管人員的面談水平等。 工作績(jī)效分析：確定在崗員工的培訓(xùn)需求工作績(jī)效分析是指確定員工的當(dāng)前工作績(jī)效和要求的工作績(jī)效之間的差距，并決定這種差距是通過(guò)培訓(xùn)還是通過(guò)其他方式（如

10、調(diào)動(dòng)員工）來(lái)糾正。第一步是評(píng)價(jià)員工的工作績(jī)效。因?yàn)橐敫倪M(jìn)員工的工作績(jī)效。那你就先得確定員工的當(dāng)前工作成效，并與應(yīng)達(dá)到的工作績(jī)效進(jìn)行比較。以下是一些工作績(jī)效差距的具體范例：“我希望每個(gè)推銷(xiāo)員每周簽10份新合同，但約翰平均每周才有6份?！薄昂臀覀兿嗤?guī)模的其他廠家每月平均發(fā)生的嚴(yán)重事故不到兩起，而我們卻每月平均五起之多?！惫ぷ骺?jī)效分析的中心議題是區(qū)分不能做和不愿做的問(wèn)題。首先要確定是否為不能做的問(wèn)題。如果是不能做，就要了解具體原因：例如是員工不知道要做什么或不知道制定的標(biāo)準(zhǔn)是什么：還是系統(tǒng)存在障礙比如缺乏工具或原料；或者是需要工作輔助設(shè)備，例如彩色編碼電線，可使裝配工知道哪條線到哪去；還是員工選

11、拔失誤導(dǎo)致聘用了不具備工作所需技能的人；或者培訓(xùn)不夠等等。另一方面，它也可能是不愿做的問(wèn)題，這是指如果員工想做好的話，他們也能做到，如果是不愿意做，那就需要改變獎(jiǎng)勵(lì)制度了，比如建立一種激勵(lì)制度來(lái)改變它。 設(shè)定培訓(xùn)目標(biāo)經(jīng)過(guò)培訓(xùn)需求分析，就該建立具體的，可度量的培訓(xùn)目標(biāo)。培訓(xùn)、開(kāi)發(fā)或一般意義上的教學(xué)目標(biāo)，可定義為“在你考慮受訓(xùn)者的能力之前能給他們展示的工作說(shuō)明”。比如：如果有工具箱和使用手冊(cè)，技術(shù)代理就能夠根據(jù)手冊(cè)中的說(shuō)明在20分鐘內(nèi)校準(zhǔn)這臺(tái)施樂(lè)復(fù)印機(jī)的定位（沿紙邊的黑線）。在圓滿完成培訓(xùn)計(jì)劃后目標(biāo)規(guī)定了受訓(xùn)者應(yīng)該做到的事情。因此，目標(biāo)為受訓(xùn)者和培訓(xùn)者提供了一個(gè)共同努力的方向，也為培訓(xùn)計(jì)劃是否成功

12、提供了評(píng)價(jià)基礎(chǔ)。3 培訓(xùn)方法在確定了培訓(xùn)需求并建立培訓(xùn)目標(biāo)后。培訓(xùn)計(jì)劃就可以實(shí)施了。下面對(duì)一些最流行培訓(xùn)方法進(jìn)行一下描述。在職培訓(xùn)在職培訓(xùn)是指在職職工在原有知識(shí)、技術(shù)和能力的基礎(chǔ)上得到提高和更新，給他們以文化理論的學(xué)習(xí)和技能的訓(xùn)練。在職培訓(xùn)是當(dāng)代科學(xué)技術(shù)發(fā)展的客觀要求，是現(xiàn)代化建設(shè)的迫切需要，黨和政府對(duì)在職培訓(xùn)十分重視。工作指導(dǎo)培訓(xùn)許多工作都是由一系列有邏輯順序的步驟組成的，因此最好一步步地學(xué)。這種逐步提高的過(guò)程稱作工作指導(dǎo)培訓(xùn)(JIT)。首先應(yīng)按正確的邏輯順序把某項(xiàng)工作中所有必要的步驟都列出來(lái)。同時(shí)，還要在每個(gè)步驟旁列出相應(yīng)的“要點(diǎn)”（如果有的話）。這些步驟說(shuō)明要做什么，而這些要點(diǎn)則說(shuō)明怎樣

13、做，以及為什么做。講座講座有幾個(gè)優(yōu)點(diǎn)，當(dāng)受訓(xùn)者較多時(shí)，它可以迅速、簡(jiǎn)捷地向他們傳授知識(shí)。例如，當(dāng)銷(xiāo)售人員必須了解某些新產(chǎn)品的特點(diǎn)時(shí)。就可采用這種方式。有時(shí)用書(shū)籍、手冊(cè)等書(shū)面材料也可代替講座，但這些材料的印刷費(fèi)用可能較高，而且書(shū)面材料不能像講座那樣能讓人提問(wèn)并得到解答。下面是開(kāi)展講座應(yīng)遵守的一些指導(dǎo)原則：1、給聽(tīng)眾一些信號(hào)使他們能接受你的思想。比如，如果你要講一系列的問(wèn)題。你可以這樣開(kāi)始：“銷(xiāo)售報(bào)告之所以必要，有四個(gè)原因.第一.第二.”2、不要一開(kāi)始就犯錯(cuò)誤。例如，不要講和培訓(xùn)無(wú)關(guān)的笑話或故事，也不要說(shuō)這樣的話：“我真的不知道為什么今天要我到這里來(lái)講課?！?、結(jié)論要簡(jiǎn)短。用一兩句簡(jiǎn)短的話總結(jié)要點(diǎn)

14、或培訓(xùn)者的觀點(diǎn)。4、注意聽(tīng)眾的表現(xiàn)。將坐立不安，雙臂交叉一類(lèi)身體語(yǔ)言視為消極的信號(hào)。3. 4視聽(tīng)技術(shù)像電影、閉路電視、錄音帶和錄像帶等視聽(tīng)技術(shù)應(yīng)用得很廣泛，而且產(chǎn)生的效果也很好。比如，在Weyerhaeuser公司，Kwai河上的橋等部分電影就已經(jīng)作為公司管理人員學(xué)校開(kāi)展人際關(guān)系討論的基本內(nèi)容。福特汽車(chē)公司在其經(jīng)銷(xiāo)商培訓(xùn)討論會(huì)上，用電影模擬各種客戶投訴問(wèn)題和相應(yīng)的應(yīng)答方式。視聽(tīng)比一般講座花的錢(qián)要多些，但它有不少長(zhǎng)處?？梢栽谝韵聢?chǎng)合運(yùn)用視聽(tīng)技術(shù)：1、當(dāng)演示如何按某一特定次序完成工作太費(fèi)時(shí)間時(shí)就需用視聽(tīng)技術(shù)。例如在培訓(xùn)電線焊接或 修理技術(shù)時(shí)，視聽(tīng)手段的動(dòng)作靜止、直接回答、或快或慢動(dòng)作功能可能是很有

15、用的。2、當(dāng)向受訓(xùn)者展示的事件用生動(dòng)的講座難以表明時(shí)需用該技術(shù)，比如，一次生動(dòng)的工廠參觀或心臟手術(shù)過(guò)程。3、當(dāng)整個(gè)組織的所有人員都要培訓(xùn)時(shí)也需用該技術(shù)，因?yàn)槿绻屌嘤?xùn)師一個(gè)地方一個(gè)地方去講的話，成本太高。在你準(zhǔn)備使用影像技術(shù)時(shí)?？梢杂幸韵氯N選擇：你可以買(mǎi)現(xiàn)成的錄像帶或影片；可以自己制作；也可以請(qǐng)某個(gè)生產(chǎn)廠家為你制作錄像帶，許多商務(wù)活動(dòng)被歸類(lèi)制成視聽(tīng)節(jié)目，主題很廣泛，從求職面試到動(dòng)物園管理，應(yīng)有盡有。 程序化教學(xué)無(wú)論是用教科書(shū)還是用計(jì)算機(jī)作為程序化教學(xué)設(shè)施，程序化教學(xué)都有三種功能：1、給學(xué)習(xí)者列出疑問(wèn)、事實(shí)或問(wèn)題。2、讓學(xué)習(xí)者回答。3、對(duì)學(xué)習(xí)者的答案的正確性予以反饋。程序化教學(xué)的主要優(yōu)點(diǎn)在于它

16、減少了近1/3的培訓(xùn)時(shí)間。根據(jù)前面列舉的學(xué)習(xí)原理可知，程序化教學(xué)也有助于學(xué)習(xí)，因?yàn)樗寣W(xué)習(xí)者按自定進(jìn)度學(xué)習(xí)，提供及時(shí)反饋，而且從學(xué)刁者的角度來(lái)看，它也減少了出錯(cuò)的機(jī)會(huì)。但另一方面，學(xué)習(xí)者從程序化教學(xué)中學(xué)到的東西并不比傳統(tǒng)的教科書(shū)中學(xué)到的多。因此，要根據(jù)程序化教學(xué)是加速學(xué)習(xí)而不是改進(jìn)學(xué)習(xí)的事實(shí)，來(lái)權(quán)衡制作程序化教學(xué)手冊(cè)和（或）軟件的成本。國(guó)際經(jīng)營(yíng)的培訓(xùn)由于越來(lái)越多的公司發(fā)現(xiàn)他們要在全球市場(chǎng)上競(jìng)爭(zhēng)，他們不得不增加特殊的全球培訓(xùn)計(jì)劃，這樣做的原因是多方面的，比如是想避免由于文化的漠視而導(dǎo)致的經(jīng)營(yíng)失敗，或是想提高員工工作滿意度和海外職員的留任率，也或是讓一名新任命的員工和他（或她）國(guó)外的同事進(jìn)行溝通和

17、交流。許多全球培訓(xùn)計(jì)劃都是事先“包裝”好的。這些培訓(xùn)計(jì)劃由賣(mài)主賣(mài)給公司，公司需要在一個(gè)或多個(gè)員工到海外任職之前對(duì)他們進(jìn)行培訓(xùn)。一個(gè)培訓(xùn)計(jì)劃的范例有助于闡明培訓(xùn)計(jì)劃廣泛的應(yīng)用范圍，這就像全球培訓(xùn)計(jì)劃實(shí)際向你展示的一樣，培訓(xùn)計(jì)劃的范例內(nèi)容包括：1、文化意識(shí)培訓(xùn)該。培訓(xùn)計(jì)劃為期一天，通過(guò)該計(jì)劃可以看到美國(guó)價(jià)值觀和其他跨文化國(guó)家價(jià)值觀以及關(guān)于他們之間溝通和文化同一性問(wèn)題的假設(shè)。2、管理人員全球性交易禮儀培訓(xùn)。該計(jì)劃通過(guò)對(duì)管理人員不同國(guó)家不同禮節(jié)的培訓(xùn)（包括德國(guó)、日本、墨西哥、俄羅斯以及沙特阿拉伯），使他們能應(yīng)對(duì)全球性的交易。4 全球人力資源管理中的培訓(xùn)當(dāng)企業(yè)經(jīng)營(yíng)業(yè)務(wù)擴(kuò)展到國(guó)外時(shí)，對(duì)外國(guó)員工進(jìn)行培訓(xùn)就變

18、得更為重要了。例如，吉列國(guó)際公司對(duì)其在東道國(guó)新雇用的員工，先讓他們到公司設(shè)在波士頓的總部接受技術(shù)、政策以及公司價(jià)值觀的培訓(xùn)。培訓(xùn)外國(guó)員工絕不僅僅是把現(xiàn)成的培訓(xùn)計(jì)劃翻譯成其他語(yǔ)言就行了。因?yàn)槲幕町惣扔绊懪嘤?xùn)資料的適用性，也影響受訓(xùn)人員對(duì)培訓(xùn)計(jì)劃的反應(yīng)。下面是執(zhí)行海外培訓(xùn)計(jì)劃的一些建議：1、了解接受培訓(xùn)者的文化禁忌和刺激因素。例如，在日本，人們一般忌諱冒險(xiǎn)，所以在進(jìn)行角色扮演培訓(xùn)練習(xí)時(shí)，你可能發(fā)現(xiàn)找不到自愿參加的人。因?yàn)檫@樣做就是冒險(xiǎn)，同樣，在中東，角色扮演也只能是兒童的游戲，而不是成年人的活動(dòng)。2、在某些遠(yuǎn)東國(guó)家當(dāng)眾批評(píng)他人是一種忌諱。因此，在培訓(xùn)討論或角色扮演時(shí)，要找到一個(gè)自愿充當(dāng)“觀察員”

19、身份的人很困難，因?yàn)橛^察員通常扮演批評(píng)其他受訓(xùn)者的行為的角色。5 通過(guò)互聯(lián)網(wǎng)培訓(xùn)盡管互聯(lián)網(wǎng)培訓(xùn)只是剛開(kāi)始，但它應(yīng)用的廣泛性但這已經(jīng)成為現(xiàn)實(shí)而且毫無(wú)疑問(wèn)的是，至少企業(yè)中一些培訓(xùn)計(jì)劃將很快依賴于互聯(lián)網(wǎng)。目前，大多數(shù)互聯(lián)網(wǎng)培訓(xùn)項(xiàng)目正在向網(wǎng)絡(luò)用戶傳授如何使用網(wǎng)絡(luò)（這并不令人奇怪），Roadmap就是一個(gè)范例，它是阿拉巴馬大學(xué)的大學(xué)生帕特里克·克里斯本的作品。從許多方面看，該培訓(xùn)課程就像是函授課。每天受訓(xùn)者通過(guò)電子信箱學(xué)習(xí)一節(jié)新課，一共持續(xù)大約四周?？死锼贡臼褂肔istserv軟件每個(gè)月向約20000個(gè)受訓(xùn)者同時(shí)傳授課程。受訓(xùn)者每學(xué)一次新課就有所進(jìn)步，一些課程包含作業(yè)，這些作業(yè)規(guī)定受訓(xùn)者走出因

20、特網(wǎng)世界，將他們學(xué)到的知識(shí)付諸于實(shí)踐并搜集和課程有關(guān)的信息。在這方面還有一種與此不同的授課形式，另一種互聯(lián)網(wǎng)培訓(xùn)計(jì)劃的制定者不僅向通過(guò)電子信箱接收信息的受訓(xùn)者傳授課程，而且將學(xué)生分為討論小組。這樣受訓(xùn)者不僅能學(xué)到東西，而且還可能結(jié)交許多新的朋友。當(dāng)然，公司能運(yùn)用同樣的方法以較低的費(fèi)用在全國(guó)或全世界來(lái)傳授其培訓(xùn)計(jì)劃，但這并不能代表全部。隨著專(zhuān)有網(wǎng)絡(luò)軟件（如Lotus）在互聯(lián)網(wǎng)上的使用。公司將能以一種更安全的平臺(tái)提供培訓(xùn)計(jì)劃。更進(jìn)一步來(lái)說(shuō)，由于廉價(jià)的網(wǎng)絡(luò)設(shè)備得到銷(xiāo)售，這使得聲音能在互聯(lián)網(wǎng)上傳輸，而這又進(jìn)一步為人們運(yùn)用互聯(lián)網(wǎng)傳授培訓(xùn)計(jì)劃提供了便利條件。1 The Training Process1.

21、1 Introduction: Training and ResponsivenessTraining 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's product, or a new supervisor how to interview and a

22、ppraise employees. Where-as training focuses on skills needed to perform employees' current jobs, employee and management development is training of a long-term nature. Its aim is to develop current or future employees for future jobs with the organization or to solve an organizational problem c

23、oncerning, 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 purposes are broader today than they have been .In the past Companies u

24、sed to emphasize production process training-teaching the technical skills required to perform jobs, such as training assemblers to solder wires or teachers to devise lesson plans. However, training and development programs and their objectives changed in the 1980s and 1990s. Employers had to adapt

25、to rapid technological changes, improve product and service quality, and boost productivity to stay competitive. Improving quality often requires remedial-education training, since quality-improvement programs assume employees can use critical thinking skills, produce charts and graphs, and analyze

26、date. Employees must also use or acquire skills in team building, decision making, and communication. Similarly, as firms became more technologically advanced, employees require training in technological. Similarly, because the enterprise unceasingly makes the technical change, this needs the enterp

27、rise employees to accept the correlation technology and computer skill aspect training (for instance tabletop typesetting system, computer-aided design and manufacture technology) And because competes increasingly intensely, thus needs the enterprise to provide a better service. Therefore, the super

28、intend more and more relied on the customer serves training, when such employee and the customer has the social dealings, this training can give the enterprise the employee to provide a more effective tool and the skill, for instance effective listens attentively to the skill. In briefly, transforms

29、 like this from the purely production process may under explain well the question, namely training which why equally accepts in recently a year each production worker was 37 hours, but in the previous year training time actually is only 31 hours.1.2 Training and performance history five stepsGeneral

30、ly, we thought a typical training or the donor project is composed by five steps. First step is the demand analysis stage, its goal is determined some work needs the skill, the analysis is going trainers the skill and the demand, and formulates the knowledge and the achievements goal which concrete,

31、 may survey (here, must guarantee the achievements to be short of may obtain through training makes up. But this kind of short is not because the low wages brings the low morale causes). Second step instructs the design stage, must compile draws up the training plan the actual content, including wor

32、k handbook, training and many kinds of activities. Third step is trains the plan valid proof stage, lets the small part have the representative employee to inspect training to plan and to discover shortcoming and the insufficiency. Fourth step plans the implementation stage, this stage (for example,

33、 studies the method in hillock training or sequencing) which mentioned according to this article as well as next to carry on training. Finally is the training appraisal and the track inspection stage, must appraise the training plan in this the success or failure success and failure.Training and the

34、 performance history five steps:1、Demand analysis (1) Determined needs of the concrete workmanship for the enhancement work achievements and the productive forces. (2) Analysis the employees accepting training, guarantees the training plan not only tallies with theirs manner and individual motive, m

35、oreover, but also holds the education level .experience as well as the skill with trainers which decides matches. (3) Through the research, formulates concretely, has the survey the knowledge and the achievements goal. 2 、Instruction design (1) Collects the instruction goal, the method, the medium a

36、s well as the training content, the model, the practice, each kind of active description and smooth each kind of material, abandons these informs a curriculum, this curriculum should follow the adult to study the theory, and provides the blueprint for the plan development. (2) Guaranteed all trainin

37、g material writes clearly. For instance, the video recording material, the leader instruction as well as trainers work the handbook and so on. They become a entire plan in addition .This plan should consistent of the elaboration study goal .(3) Handle the element of the training carefully and specia

38、lly (no matter they are write on paper, or duplicates in film perhaps magnetic tape), we all must guarantee its quality and the validity. 3、Validity(1) Hand in training plan to the representative employee. Let them carry on the appraisal to its validity. Then the basis appraises the result carries o

39、n the final revision to guarantee the plan to be effective.4、Implementation (1) Becomes effective after the plan, must to train the teacher to launch the special training symposium, but this kind of activity is helpful to the training success, it besides training content, but also pays great attenti

40、on to the training knowledge and the skill which it provides. 5 、Appraisal and track (1) Appraises training to plan the successful basis: Responded-recording study to trains the direct response. The knowledge-beforehand afterwards tests using the feedback tool determined the study actually learns th

41、ing. The behavior- pay attention to being in charge of the valuation to the achievement effect working after the learner receives training. This is surveys trainers to utilize the new skill and the new knowledge ability one kind of tool in the work. Result determination work achievements enhance deg

42、ree, and value the achievement effect needing to maintain. 1.3 Training and studyFrom essentially looked that, training is one kind of study process. Thus, in order to train the employees effectively must grasp knowledge studying in connection with human being Here are some suggestion based on the s

43、tudy theory. The significance material are easier to understanding and memory. When training beginning, introduced the pertinent data to trainers the overall situation, let them understand the situation of the entire study material. 1、When introduction material, it is best to use the different examp

44、le which trainers is familiar with. 2 、Order the organization material according to the logical, and enable each constituent all to have the significance. Uses the terminology and the concept as far as possible which trainers knew very well, use the audio-visual as far as possible.3、Guarantee the ea

45、sy degree of new knowledge transport from the place to the operational site transformation.2 Training demands analysisIf has the necessity, the first step of training is must determine what needs to train, when appraised the new employee the request of the trains, the train primary mission is that h

46、e must determine the request of the work and divides them as some sub- duties, then teaches these sub- duty to the new employee. But to trains the demand in the hillock employee, the appraisal then possibly more complex somewhat, because you also must determine trains whether can solve the problem.

47、For example, sometimes the works achievements dropping also possibly is because the working standard formulation is unclear or the employee lacks the power to create. The two main methods of the training demand is the task analysis and the work achievements analysis .The investigation indicate that

48、approximately 19% employer said they use the task analysis to determine the training demand, but the task analysis is one kind of work demand analysis, the task analysis is specially suitable to determine the new employee's training demand. But the achievements analysis of work is through to wor

49、ks the achievements appraisal in the hillock employee to determine trains whether may reduce some kinds of work achievements problems what likes the waste product excessively to be many or the output lower. Other may use in to determine the training demand the method are including the manager report

50、ed, the human affairs record, the control section request, the observation, the work general education al development test as well as the questionnaire survey.Regardless of what method we use, no matter the task analysis, the work achievements analysis perhaps the alternative means, employee's i

51、nvestment is essential. The fact proved that nobody can be engaged in some work like the reality employee such to understand his work, thus requests the employee to participate in the demand analysis is one kind of an wise action.2.1 Task analyses: Appraises the new employee's training demandUse

52、 the task analysis to determine the new employee's training request. Specially says regarding a rank lower work, we usually first hire the inexperience employee then to carry on training to it. In this kind of situation, the train goal is to develop the essential skill and knowledge. Because it

53、is the requests of good work achievement. Therefore this kind of training is usually based on the task analysis, it through determines its need to some work dissect the specific skill, like assembler's welding skill or responsible employee's face-to-face talk equality.2.2 Work achievements a

54、nalysis: Determination in hillock employee's training demand.The work achievements analysis is refers that determined employees current work achievements and between the request work achievements disparity, and decided this kind of disparity is (for example transfers employee) through training o

55、r other ways to correct. The first step is to appraise employee's work achievements. Because they want to improve the employees work achievements. And you must determined employee's current work result firstly, and compared with the work achievements. Below is some work achievements disparit

56、ies concrete models: "I hoped every salesman signs 10 new contracts every week, but John average has only 6 each week " "Serious accident which occurs with our same scale other factory each monthly means not to two, but our each monthly mean five are actually many." The work achi

57、evements analysis central subject is the discrimination cannot do with the question which is not willing to do. First must determine whether for can't do question. If cannot do, must understand the concrete reason: For example ,the employee did not know what to do or not to know the standard of

58、the formulation; Or the system existence barrier ,for instance ,it lacks the tool or the raw material; Or it needs to work the supporting facility, for example, the color coding electric wire, may cause the assembler to know which coarse thread to which goes; Or the employee selected the wrong person who did not own the work needed skill; Or insufficient training and so on. On the other hand, it also possibly is the question which is not willing to do, this is refers if the employee wants to complete