新視角研究生英語讀說寫2課文原文加翻譯與課后答案

1、 .DOC資料. 新視野研究生英語讀說寫2英語原文加翻譯及課后答案1.大學(xué)課堂：還有人在聽嗎？Toward the middle of the semester, Fowkes fell ill and missed a class. When he returned, the professor nodded vaguely and, to Fowkess astonishment, began to deliver not the next lecture in the sequence but the one after. Had he, in fact, lectured to an

2、empty hall in the absence of his solitary student? Fowkes thought it perfectly possible.在學(xué)期中間，F(xiàn)owkes 因病缺了一次課。他回到課堂的時(shí)候，教授毫無表情地向他點(diǎn)了點(diǎn)頭。接著令Fowkes大吃一驚的是，教授并沒有按照順序講下一課，而是講了后面一課。難道他真的在他唯一的學(xué)生缺席的情況下對(duì)著空教室講了一課？Fowkes認(rèn)為這太有可能了。Today American colleges and universities (originally modeled on German ones) are under

3、 strong attack from many quarters. Teachers, it is charged, are not doing a good job of teaching, and students are not doing a good job of learning. American businesses and industries suffer from unenterprising, uncreative executives educated not to think for themselves but to mouth outdated truisms

4、 the rest of the world has long discarded. College graduates lack both basic skills and general culture. Studies are conducted and reports are issued on the status of higher education, but any changes that result either are largely cosmetic or make a bad situation worse. 今天美國的大學(xué)（原本是以德國的大學(xué)為模型的）受到了各方面

5、的嚴(yán)厲指責(zé)。人們指責(zé)老師沒有教好，學(xué)生沒有學(xué)好。美國的商業(yè)和工業(yè)飽受無進(jìn)取心的、缺乏創(chuàng)造力的管理人員之苦，這些人受的教育是自己不用思考，而是說一些過時(shí)的、在世界上其他地方早已拋棄的陳詞濫調(diào)。大學(xué)畢業(yè)生即沒有基本技能也沒有全面修養(yǎng)。有人對(duì)高等教育的狀況做了研究并發(fā)表了報(bào)告，但由此引發(fā)的變化很大程度上不是表面的，就是使已經(jīng)糟糕的情形變得更糟。One aspect of American education too seldom challenged is the lecture system. Professors continue to lecture and students to take

6、notes much as they did in the thirteenth century, when books were so scarce and expensive that few students could own them. The time is long overdue for us to abandon the lecture system and turn to methods that really work.美國教育中很少被挑戰(zhàn)的方面是講課制度。教授不停地講，學(xué)生不停地記筆記，就想十三世紀(jì)時(shí)的情形一樣，那時(shí)因?yàn)檎n本缺乏又昂貴，很少有學(xué)生買得起。我們?cè)缇驮撋釛壷v

7、課制度，開始使用真正有用的方法。Some days Mary sits in the front row, from where she can watch the professor read from a stack of yellowed notes that seem nearly as old as he is. She is bored by the lectures, and so are most of the other students, to judge by the way they are nodding off or doodling in their notebo

8、oks. Gradually she realizes the professor is as bored as his audience. At the end of each lecture he asks, “Are there any questions?” in a tone of voice that makes it plain he would much rather there werent. He neednt worrythe students are as relieved as he is that the class is over.有幾天瑪麗坐在前排，她可以看到教

9、授在讀一疊幾乎和他年紀(jì)一樣老的發(fā)黃的講義。她聽課聽煩了，其他大部分同學(xué)也聽煩了，這從他們的行為中可以做出判斷：他們要么在打盹，要么在筆記本上涂鴉。漸漸地她意識(shí)到教授和他的聽眾一樣感到無聊。每次課結(jié)束時(shí)他都問道：“有問題嗎？”他的語氣明顯表明他更希望沒有問題。他不必?fù)?dān)心，學(xué)生和他一樣感到下課是一種解脫。Mary knows very well she should read an assignment before every lecture. However, as the professor gives no quizzes and asks no questions, she soon r

10、ealizes she neednt prepare. At the end of term she catches up by skimming her notes and memorizing a list of facts and dates. After the final exam, she promptly forgets much of what she has memorized. Some of her follow students, disappointed at the impersonality of it all, drop out of college altog

11、ether. Others, like Mary , stick it out, grow resigned to the system and await better days when, as juniors and seniors, they will attend smaller classes and at last get the kind of personal attention real learning requires. 瑪麗清楚的知道她應(yīng)該在每次上課前閱讀布置的作業(yè)。但是，因?yàn)榻淌诓蛔鲂y(cè)驗(yàn)也不提問，她很快就認(rèn)識(shí)到她不必準(zhǔn)備。學(xué)期末她只要看看筆記，再記記一些事件、年代

12、就可以跟上進(jìn)度。期末考試后她會(huì)立刻忘掉她背下來的大部分內(nèi)容。她的有些同學(xué)對(duì)這種無人情味的學(xué)習(xí)很失望，干脆輟學(xué)。其他人像瑪麗一樣堅(jiān)持下來，無奈地接受了這種制度，等待著到大三大四時(shí)的好日子，那時(shí)他們就會(huì)有較小的班級(jí)，最終也會(huì)得到真正的學(xué)習(xí)所需要的那種針對(duì)個(gè)人的關(guān)注。I admit this picture is overdrawnmost universities supplement lecture courses with discussion groups, usually led by graduate students; and some classes such as first-ye

13、ar English and always relatively small. Nevertheless, far too many courses rely principally or entirely on lectures, an arrangement much loved by faculty and administrators but scarcely designed to benefit the students. 我承認(rèn)上面的描述言過其實(shí)。大多數(shù)大學(xué)有討論課來補(bǔ)充聽力課，通常討論課是由研究生主持的。而且有些班級(jí)，如一年級(jí)的英語課，也總是相對(duì)較小的。但是，還有太多的課主要或

14、者完全依賴于講課，這種安排受到教師和管理人員的青睞，但絕不是為學(xué)生的利益而設(shè)計(jì)的。One problem with lectures is that listening intelligently is hard work. Reading the same material in a textbook is a more efficient way to learn because students can proceed as slowly as they need to until the subject matter become clear to them. Even simply

15、paying attention is very difficult; people can listen at a rate of four hundred to six hundred words a minute, while the most impassioned professor talks at scarcely a third of that speed. This time lag between speech and comprehension leads to daydreaming. Many students believe years of watching te

16、levision have sabotaged their attention span, out their real problem is that listening attentively is much harder than they think.聽課存在的一個(gè)問題是：會(huì)聽是件很難的事。閱讀課本中的相同內(nèi)容是更有效的學(xué)習(xí)方法，因?yàn)閷W(xué)生可以根據(jù)其需要慢慢閱讀直到他們理解這些內(nèi)容，甚至僅僅做到專心聽課都很難。人聽的速度可以達(dá)到每分鐘400-600個(gè)詞，而最富有激情的教授說話的速度也很難達(dá)到這個(gè)速度的1/3。講課和理解之間的時(shí)間差異導(dǎo)致開小差。很多學(xué)生認(rèn)為多年來看電視已經(jīng)削弱了他們保持注

17、意力的能力。但是他們真正的問題是專心聽課比他們認(rèn)為的要難得多。Worse still, attending lectures is passive learning, at least for inexperienced listeners. Active learning, in which students write essays or perform experiments and them have their work evaluated by an instructor, is far more beneficial for those who have not yet full

18、y learned how to learn. While its true that techniques of active listening, such as trying to anticipate the speakers next point or taking notes selectively, can enhance the value of a lecture, few students possess such skills at the beginning of their college careers. More commonly, students try to

19、 write everything down and even bring tape recorders to class in a clumsy effort to capture every word.更糟的是，聽課是被動(dòng)學(xué)習(xí)，至少對(duì)沒有經(jīng)驗(yàn)的聽眾如此。主動(dòng)學(xué)習(xí)時(shí)學(xué)生些文章或做實(shí)驗(yàn)，然后由教師評(píng)價(jià)他們的作業(yè)，因此主動(dòng)學(xué)習(xí)對(duì)那些還沒有完全學(xué)會(huì)如何學(xué)習(xí)的學(xué)生來說益處要大得多。的確，積極聽講的技巧，如設(shè)法預(yù)測(cè)說話人的下一個(gè)要點(diǎn)或有選擇的記筆記，能夠提高聽課的價(jià)值，但是很少有學(xué)生在大學(xué)學(xué)習(xí)的開始階段就已經(jīng)掌握了這些技巧。更為常見的是學(xué)生試圖寫下所有的內(nèi)容，甚至還帶著錄音機(jī)去聽課，以這種笨拙的方式來

20、記錄每個(gè)詞。Students need to question their professors and to have their ideas taken seriously. Only then will they develop the analytical skills required to think intelligently and creatively. Most students learn best by engaging in frequent and even heated debate, not by scribbling down a professors oft

21、en unsatisfactory summary of complicated issues. They need small discussion classes that demand the common labors of teacher and students rather than classes in which one person, however learned, propounds his or her own ideas. 學(xué)生需要向教授提問，也需要?jiǎng)e人重視他們的想法。只有這樣他們才能開發(fā)出聰明的、創(chuàng)造性的思考所必需的分析能力。大多數(shù)學(xué)生通過參加頻繁的、甚至激烈的辯

22、論才會(huì)學(xué)的更好，而不是通過胡亂記下教授對(duì)復(fù)雜事件所作出的常常不能令人滿意的總結(jié)，他們需要小型討論課，這種課需要教師和學(xué)生的共同努力，他們不需要那種讓一個(gè)人提出自己觀點(diǎn)的課堂，無論這個(gè)人多么有學(xué)識(shí)。The lecture system ultimately harms professors as well. It reduces feedback to a minimum, so that the lecturer can neither judge how well students understand the material nor benefit from their question

23、s or comments. Questions that require the speaker to clarify obscure points and comments that challenge sloppily constructed arguments are indispensable to scholarship. Without them, the liveliest mind can atrophy. Undergraduates may not be able to make telling contributions very often, but lecturin

24、g insulates a professor even from the beginners nave question that could have triggered a fruitful line of thought.講課制度最終也會(huì)危害到教授們。反饋減少到了最低點(diǎn)，因此講課者既不能判斷學(xué)生對(duì)材料的了解程度，也不能受益于學(xué)生的提問或評(píng)論。學(xué)生要求說話者澄清模糊論點(diǎn)所提出的問題，以及挑戰(zhàn)結(jié)構(gòu)松散的論據(jù)的評(píng)論，這對(duì)于學(xué)術(shù)是必不可少的。沒有這些，最活躍的頭腦也會(huì)萎縮。大學(xué)生也許還不能夠常常做出顯著的貢獻(xiàn)，但是講課把教授同新生天真的問題阻隔開了，而這些問題很可能會(huì)引起一系列思考。If le

25、ctures make so little sense, why have they been allowed to continue? Administrators love them, of course. They can cram far more students into a lecture hall than into a discussion class, and for many administrators that is almost the end of the story. But the truth is that faculty members, and even

26、 students, conspire with them to keep the lecture system alive and well. Lectures are easier on everyone than debates. Professors can pretend to teach by lecturing just as students can pretend to learn by attending lectures, with no one the wiser, including the participants. Moreover, if lectures af

27、ford some students an opportunity to sit back and let the professor run the show, they offer some professors an irresistible forum for showing off. In a classroom where everyone contributes, students are less able to hide and professors less tempted to engage in intellectual exhibitionism.如果說講課如此不同情

28、理，為什么還一直允許繼續(xù)下去呢？當(dāng)然是因?yàn)榻虒W(xué)管理者喜歡了。他們可以把更多的學(xué)生塞進(jìn)演講廳，而無法把這么多學(xué)生塞進(jìn)討論班。對(duì)許多管理者而言，這基本上就是他們所關(guān)心的了。但是，事實(shí)上，教師，甚至學(xué)生和管理者聯(lián)合起來使得這一制度繼續(xù)存在，且運(yùn)行的很好。對(duì)任何人來說，講課都比辯論容易。教授可以通過講課假裝在教，就像學(xué)生可以通過聽課假裝在學(xué)，這一點(diǎn)沒有人意識(shí)到，包括參與者（指老師和學(xué)生）。此外，如果聽課給某些學(xué)生袖手旁觀，而讓老師唱主角的機(jī)會(huì)，這也給一些教授提供了炫耀其才學(xué)的不可抗拒的舞臺(tái)。如果課堂上人人參與，學(xué)生就無法躲藏，教授也不太會(huì)被吸引去進(jìn)行學(xué)識(shí)上的自我表現(xiàn)。Smaller classes i

29、n which students are required to involve themselves in discussion put an end to students passivity. Students become actively involved when forced to question their own ideas as well as their instructors. their listening skills improve dramatically in the excitement of intellectual give-and-take with

30、 their instructors and yellow students. Such interchanges help professors do their job better because they allow them to discover who knows whatbefore final exams, not after. When exams are given in this type of course, they can require analysis and synthesis from the students, not empty memorizatio

31、n. Classes like this require energy, imagination, and commitment from professors, all of which can be exhausting. But they compel students to share responsibility for their own intellectual growth.如果班級(jí)較小又要求學(xué)生參加討論，這就會(huì)消除學(xué)生的被動(dòng)性。學(xué)生被迫對(duì)他們自己和老師的思想表示懷疑時(shí)，他們就變得主動(dòng)參與了。他們聽的技巧在與老師和同學(xué)的學(xué)術(shù)交流所帶來的刺激中大大得到提高。這種交替互動(dòng)能夠幫助教

32、師做得更好，因?yàn)樗麄儠?huì)發(fā)現(xiàn)誰知道什么-在期末考試前，而不是之后。這種形式的課程考試要求學(xué)生分析和綜合，而不是空洞的記憶。這樣的課程需要教授們的活力、想象力和投入，所有這些都會(huì)令人精疲力竭的。但是，這也使得學(xué)生為他們自己 的學(xué)術(shù)成長分擔(dān)責(zé)任。Lectures will never entirely disappear from the university scene both because they seem to be economically necessary and because they spring from a long tradition in a setting that

33、 values tradition for its own sake. But the lectures too frequently come at the wrong end of the students educational careersduring the first two years, when they most need close, even individual, instruction. If lecture classes were restrictod to juniors and seniors, who are less in need of scholar

34、ly nurturing and more able to prepare work on their own, they would be far less destructive of students interests and enthusiasms than the present system. After all, students much learn to listen before they can listen to learn.講課這一方式不會(huì)完全從大學(xué)消失。一是因?yàn)橹v課似乎從經(jīng)濟(jì)角度考慮是必需的，二是講課起源于悠久的傳統(tǒng)，而且人們又把傳統(tǒng)本身看得很重。但是，講課通常出

35、現(xiàn)在學(xué)生接受教育生涯的錯(cuò)誤的那一端-在大學(xué)的第一和第二年。那時(shí)他們最需要密切是甚至是針對(duì)個(gè)體的輔導(dǎo)。如果講課這一形式局限于三、四年級(jí)的學(xué)生，則對(duì)學(xué)生的興趣和熱情的破壞力會(huì)比目前的制度小得多，因?yàn)槿?、四年?jí)的學(xué)生不太需要學(xué)科上的指導(dǎo)與幫助，而且更有能力自己制定學(xué)習(xí)計(jì)劃。畢竟，學(xué)生在能夠從聽講課中學(xué)到知識(shí)之前必須先學(xué)會(huì)去聽。4 當(dāng)看音樂電視長大的一代成為首席執(zhí)行官Susan M.Keaveney2、“Who will take the helm?” is one question that will keep CEOs awake at night in the next millennium.

36、Most wonder what corporate culture in services firms will look like when the 40 million Gen Xers in the work force now twenty-and thirty-something employees take over as managers.當(dāng)這些“難以駕馭的”年輕人成為經(jīng)理會(huì)發(fā)生什么樣的情況呢？“將來誰來掌舵呢？”這個(gè)問題會(huì)使很多首席執(zhí)行官在21世紀(jì)的晚上輾轉(zhuǎn)難眠。他們大多想知道現(xiàn)在被稱為X一代的近4 000萬的20多歲、30多歲的員工如果擔(dān)任經(jīng)理職位，服務(wù)業(yè)的公司文化又將會(huì)是

37、個(gè)什么樣子。3、Much has been written about Gen X employees, most of it negative. Early studies accused them of being arrogant, uncommitted, unmanageable slackers disrespectful of authority, scornful of paying dues tattooed and pierced youths who “just dont care.” Recent interpretations, however, offer some

38、 new and somewhat different insights.關(guān)于X一代員工的描述并不鮮見，但多數(shù)是負(fù)面的評(píng)價(jià)。早期的研究指責(zé)他們傲慢、不愿承擔(dān)責(zé)任、難于管理、散漫懶惰。這些年輕人不尊重權(quán)威，對(duì)盡職苦干嗤之以鼻，他們紋身或穿耳洞，一副“無所謂”的樣子。但是，最近的解讀卻對(duì)他們提出了一些新的、有點(diǎn)不一樣的看法。4、Gen Xers have been characterized as the “l(fā)atchkey kids” of the 70s and 80s; often left on their own by divorced and/or working parents, t

39、hese young people became adept at handling things on their own and in their own ways. Many became self-motivating, self-sufficient, and creative problem-solvers. Their independence, which baby-boom managers sometimes interpret as arrogance, may also reflect a need to feel trusted to get a job done.X

40、一代人的一個(gè)特征是，他們是七、八十年代脖子上掛鑰匙的孩子，經(jīng)常被已經(jīng)離異或雙職工的父母單獨(dú)留在家里，因此這些年輕人已經(jīng)習(xí)慣了獨(dú)立地以自己的方式處理事情。許多人自我激勵(lì)、自給自足，解決問題時(shí)頗具創(chuàng)造性。他們的獨(dú)立性一有時(shí)會(huì)被嬰兒潮時(shí)期出生的經(jīng)理們認(rèn)為是一種傲慢自大也許正體現(xiàn)了他們需要得到別人信任，信任他們可以勝任某項(xiàng)工作。5、As employees, Gen Xers enjoy freedom to manage their own schedules. They dont watch a clock and dont want their managers to do so. Whethe

41、r work is done from nine-to-eight at home , in the office, or over lattes is irrelevant to this group because Gen Xers are results-oriented. They seek guidance, inspiration, and vision from their managers but otherwise prefer to be left alone between goal-setting and deliverables.作為員工，X一代人喜歡享有掌控自己時(shí)間

42、表的自由。他們不愿意做事按部就班，也不希望他們的經(jīng)理是這樣的人。因?yàn)檫@代人更注重結(jié)果，因此對(duì)他們來說，工作的時(shí)間表是朝九晚五，還是從中午開始到晚上8點(diǎn)，是在家里、辦公室或是在咖啡館里都無所謂。他們會(huì)向經(jīng)理們尋求指導(dǎo)、鼓勵(lì)，聽取他們的意見。但是從目標(biāo)確立到完成這一過程中，他們卻希望不受打擾。6、Many Gen Xers excel at developing innovative solutions, but need clear, firm deadlines to set boundaries on their creative freedom. They have been known

43、to bristle under micromanagement but flourish with coaching and feedback.許多X一代人擅長提出創(chuàng)新性的解決辦法，但是他們需要清楚明確的期限來約束他們創(chuàng)造的自由。眾所周知的是：凡事必親躬的微觀管理會(huì)惹怒X一代人，但是施以指導(dǎo)和提供反饋信息卻能使他們成功。7、Gen X grew up with rapidly changing technology and the availability of massive amounts of information. Many developed skills at parallel

44、 processing or sorting large amounts of information quickly (which is sometimes interpreted as a short attention span). Most are skilled at understanding and using technologies, adapt quickly to new platforms, and are practiced at learning through technological media. They value visual as well as ve

45、rbal communication.X一代人的成長伴隨著技術(shù)的快速變化和信息的大量涌現(xiàn)。他們中很多人都具有同時(shí)處理或迅速分類大量信息的技能（雖然這種技能有時(shí)被人理解為是缺乏持久注意力的表現(xiàn)）。他們大多數(shù)都熟悉并善于使用技術(shù)，能快速適應(yīng)新的技術(shù)平臺(tái)，并且能熟練地通過科技媒體學(xué)習(xí)。他們對(duì)視覺和言語上的交流同等重視。8、Gen X employees excel in a technologically advanced environment. They demand state-of-the-art capabilities, such as telecommuting, teleconfer

46、encing, and electronic mail, in order to work efficiently and effectively. To baby-boom managers this may seem to be a preference for impersonal means of communicating, living and working, but Gen Xers do not see it that way; for example, they have modified electronic language and symbolism to expre

47、ss emotions such as surprise, anger and pleasure.X一代員工在科技先進(jìn)的環(huán)境中最能凸顯自己。他們要求自己工作的地方具備最新的科學(xué)技術(shù)設(shè)施，例如遠(yuǎn)程辦公、遠(yuǎn)程會(huì)議和電子郵件，這樣他們工作會(huì)更有效果，也更有效率。在嬰兒潮時(shí)期出生的經(jīng)理們看來，這種做法似乎是對(duì)那種沒有人情味的交流、生活和工作模式的偏好，但是X一代人并不這樣認(rèn)為，例如：他們已經(jīng)修改了電子語言和符號(hào)來表達(dá)諸如吃驚、憤怒和喜悅等情感。9、Gen X employees dont live to work, they work to live. They place a high value

48、on prototypical family values that they feel they missed. Having observed their parents trade personal lives for “the good of the company,” this group wants balance in their lives, demanding time for work, play, family, friends, and spirituality. Gen X employees are skeptical of forgoing the needs o

49、f today for a later, uncertain payoff.X一代員工不是活著為了工作，而是為了生活而工作。他們非常重視他們認(rèn)為曾經(jīng)錯(cuò)過的典型的家庭觀念。曾經(jīng)目睹他們的父母為了公司的利益而犧牲了個(gè)人生活，這代人想要的是生活的平衡。他們需要時(shí)間來滿足工作、玩樂、家庭、朋友以及精神的需求。對(duì)于為了將來未知的回報(bào)而放棄現(xiàn)在的需求，X一代員工是深表懷疑的。10、When on the job market, Gen Xers will openly ask life-balance questions. This can be a turnoff for unprepared inte

50、rviewers used to classic baby-boomer scripts featuring such lines as “How can I best contribute to the company?” and “My greatest weakness is that I work too hard.”在找工作時(shí)，X一代人會(huì)坦率地詢問關(guān)于生活能否平衡的問題。沒有思想準(zhǔn)備的面試官也許會(huì)感到反感，因?yàn)樗麄円蚜?xí)慣了嬰兒潮時(shí)期出生的人的經(jīng)典回答版本，例如：“我怎樣才能最好地為公司效力呢?”，還有“我最大的弱點(diǎn)就是我工作太努力了?！?1、In contrast, Gen Xers

51、 want to know “What can you do to help me balance work, life, and family?” They expect companies to understand and respect their needs as individuals with important personal lives. This focus on “getting a life” cause some to label them as slackers. Viewed from another perspective, however, Gen Xers

52、 could be seen as balanced individuals who can set priorities within time limits.恰恰相反，X一代人想知道的是：“你能做什么來幫我實(shí)現(xiàn)工作、生活和家庭的平衡?他們希望公司能理解并尊重他們作為個(gè)體在擁有重要的個(gè)人生活方面的需要。這種對(duì)“有自己的生活”的強(qiáng)調(diào)態(tài)度使得有些人給他們貼上了“懶惰散漫的人”的標(biāo)簽。但是換一個(gè)角度，我們司以把X一代人看作是重視平衡的人，他們能夠分清某一時(shí)限內(nèi)事情的輕重緩急。13、Gen X employees tend to focus on the big picture, to emphas

53、ize outcomes over process or protocol. They respect clear, unambiguous communication whether good news or bad. Gen Xers prefer tangible rewards over soft words. Cash incentives, concert tickets, computer equipment, or sports outings go farther with this group than “attaboys,” plaques, or promises of

54、 future rewards.X一代員工關(guān)注的是整體，強(qiáng)調(diào)結(jié)果而不是過程或禮儀。不管消息是好是壞，他們都遵重清楚明確的交流。他們喜歡實(shí)質(zhì)的獎(jiǎng)勵(lì)而不是甜言蜜語?，F(xiàn)金獎(jiǎng)勵(lì)、音樂會(huì)的門票、電腦設(shè)備或戶外運(yùn)動(dòng)這些遠(yuǎn)比夸他們是好樣的、授予勛章或許諾將來獎(jiǎng)勵(lì)更讓他們喜歡。14、Growing up in a period of corporate downsizing and right-sizing fostered Gen X beliefs that the future depends on their resumes rather than loyalty to any one company

55、 .Not surprisingly ,Gen X employees seek challenging projects that help them develop a portfolio of skills .在公司裁員和精簡的氛圍中成長起來的X一代人持有這樣的信念：未來是靠自己的資歷而不是靠對(duì)哪一家公司的忠誠得來的。因此，理所當(dāng)然，X一代員工總是尋求具有挑戰(zhàn)性的項(xiàng)目來培養(yǎng)自己的各項(xiàng)技能。15、What might appear to a baby-boom manager as job-hopping can be interpreted as Gen Xers pattern of

56、skill acquisition .Similarly, a refusal to just “do time” in an organization, often interpreted as disloyalty and a lack of commitment, may come from an intolerance of busywork and wasted time.在嬰兒潮期出生的經(jīng)理人眼里看來是跳槽的行為，對(duì)X一代人來說可以理解為是他們學(xué)習(xí)技能的方式。同樣，X一代人拒絕在公司里恪守工作時(shí)間通常被認(rèn)為是他們不忠誠和缺乏責(zé)任感的表現(xiàn)，但其實(shí)這是他們出于對(duì)繁忙的工作的抗議和浪費(fèi)時(shí)

57、間的不滿。16、Gen Xers will thrive in learning organizations where they can embrace creative challenges and acquire new skills. Smaller companies and work units will be valued for the opportunities they provide for Gen X employees to apply their diverse array of skills and, thereby, prove their individual

58、 merit.X一代人在仍處于學(xué)習(xí)階段的公司中會(huì)發(fā)展很快，他們可以接受有創(chuàng)造性的挑戰(zhàn)并且獲得新的技能。小型公司和單位會(huì)格外的受到青睞，因?yàn)樗鼈兡軌蚪oX一代員工提供施展各種技能從而證明自己個(gè)體價(jià)值的機(jī)會(huì)。17、Managers who enact their roles as teachers and facilitators rather than “bosses” will get the most from their Gen X employees. Training is valued by this group but should be immediately relevant:

59、the best training seems to be self-directed or tied to self-improvement, personal development, and skills-building.如果經(jīng)理們扮演的不是老板，而是老師或輔助者的角色，他們則可以從X一代的員工身上獲得最大的利益。X一代人重視培訓(xùn)，但是培訓(xùn)對(duì)他們來說應(yīng)該是直接相關(guān)的。最好的培訓(xùn)似乎是自我指導(dǎo)型的，或者是和自我提高、個(gè)人發(fā)展和技能培養(yǎng)有關(guān)系的。18、Some baby-boom managers hope that the differences between themselves a

60、nd their Gen X employees will fade away as less-conforming behaviors are abandoned with age and experience. But what if the wished-for assimilation into corporate culture as presently defined by baby-boomersdoesnt occur? Or, what if, more likely, the assimilation is less than complete? What vestiges