外文翻译--设计有效的职工培训计划(编辑修改稿)

外文翻译--设计有效的职工培训计划(编辑修改稿)内容摘要：

g programmed. Team training, especially in its early stages, typically involves various group decisionmaking exercises that centre on some hypothetical situation such as being lost in the wilderness or desert with minimal resources. Participants have to decide as a group how to establish priorities and proceed collectively. The idea is that employees will be able to see a connection between how they would handle a hypothetical problem and how they should handle similar onthejob situations. But translating the classroom experience into specific skills that employees actually integrate into their job performance is extremely challenging. While these kinds of structured experiences probably have a place in employee training programmed, they should never be allowed to bee a primary emphasis. They sometimes serve a good diversionary or stressrelieving purpose, but they are simply not in the same league with technical training that enhances the how to repertoire of employees. As illustrated by the preceding scenario, training sessions which deal with soft skills topics such as diversity and quality are often quite entertaining but seldom involve the kinds of handson experiences that help employees translate awareness into action. Roleplaying, games and simulations help to present the ideas in a more palpable context, but they seldom precipitate the acquisition of useful skills. Those who attend such training rarely get a real feel for how to implement what is presented in a realistic context. As such, this type of training routinely amounts to nothing more than a rather expensive waste of everyone39。 s time and money. It is important to remember that training should only involve tangible, handson skills and observable behaviors. Training goals and objectives should not involve feelings and emotions. To enhance the employee39。 s appreciation of quality is not an appropriate training objective. It is difficult to explain what appreciation is, much less how it can be taught within a skillsbased context. The purpose of training is to enhance behaviors, not attitudes. Keep training objectives focused on skills and petences attitudinal changes will occur spontaneously with time. Employee training programmed simply have no cause to delve into the affective domain. The role of the training manager Training manager seems to be a fairly mon job title in any pany of considerable size. Many smaller panies also have individuals whose key responsibilities entail some form of employee training. Furthermore, most large corporations have a staff of several fulltime professionals whose sole function is to assess training needs and institute training programmed based on the pany39。 s needs. While the length of time spent managing a training programmed tends to be related to pany size and other factors, all training managers share at least one mon characteristic. Eventually, they have to demonstrate the effectiveness of their training pursuits and thus justify the need for their position. This is, after all, the age of accountability. Few panies would seriously consider turning over their manufacturing operations to a person with no manufacturing experience. Yet many panies routinely entrust their training initiatives to managers who have little or no background, expertise, or formal education in the area of employee training. Management suddenly recognizes a need for training or is informed of their need by corporate headquarters and delegates the responsibility for implementing a training programmed to someone in human resources or a related department. While the selection of an ap。