在職培訓(xùn)外文資料翻譯

1、<p>　　畢業(yè)設(shè)計(論文)外文資料翻譯</p><p>　　題 目: On-the-job Training </p><p>　　院系名稱： 管理學(xué)院專業(yè)班級： 工商管理0702班 </p><p>　　學(xué)生姓名： 劉月停 學(xué) 號： 20074900818 </p>

2、<p>　　指導(dǎo)教師： 張可軍 教師職稱： 講師 </p><p>　　附 件： 1.外文資料翻譯譯文；2.外文原文。 </p><p>　　附件1：外文資料翻譯譯文</p><p><b>　　在職培訓(xùn)</b></p><p>　　在職培訓(xùn)一般是在正常工作條件下對工作技能的培訓(xùn)。

3、通過在職培訓(xùn)，工人可以掌握一般技能，是可以從一個工作轉(zhuǎn)移到另一個工作的技能。關(guān)于在職訓(xùn)練，通常包括口頭和書面指示，示范和觀察，動手實踐和模仿。此外，對在職員工的培訓(xùn)過程涉及一個通常是主管或有經(jīng)驗的員工傳遞知識和技能到一個新手。</p><p>　　在職培訓(xùn)是最古老的培訓(xùn)形式之一。此前，異地培訓(xùn)教室的出現(xiàn)，唯一的任務(wù)是一起學(xué)習(xí)某一行業(yè)或?qū)I(yè)，是學(xué)徒的做法，在中世紀時，有經(jīng)驗的工匠和新手一起工作教授新員工實用的方法和

4、知識。</p><p>　　在職培訓(xùn)是一種職業(yè)培訓(xùn)，在美國它是一種對非管理雇員培訓(xùn)的主要形式。許多研究表明，它是最有效的職業(yè)培訓(xùn)形式。在職培訓(xùn)大部分是由私營部門提供，但最廣泛的研究培訓(xùn)計劃由聯(lián)邦立法的贊助。</p><p>　　在職培訓(xùn)程序從公司監(jiān)事正規(guī)培訓(xùn)到觀察學(xué)習(xí)。從這個意義上說，在職培訓(xùn)最正式的類型是課堂培訓(xùn)，他們主要在企業(yè)內(nèi)部不同的部門進行。在國際競爭更廣泛的電腦生產(chǎn)過程中使用，更

5、正式更復(fù)雜的在職培訓(xùn)的落實已成為在美國公司的關(guān)鍵問題。</p><p><b>　　在職培訓(xùn)的類型</b></p><p>　　兩個不同類型的關(guān)于在職培訓(xùn)的頻繁杰出的專業(yè)文獻：結(jié)構(gòu)（計劃）和非結(jié)構(gòu)化（計劃外）。非結(jié)構(gòu)是最常見的一種，泛指在職培訓(xùn)主要涉及一個新手與經(jīng)驗豐富的員工的工作，新手在導(dǎo)師的觀察下模仿訓(xùn)練的過程。新工人主要通過試驗和學(xué)習(xí)的方法向經(jīng)驗豐富的工人或者監(jiān)

6、事學(xué)習(xí)。非結(jié)構(gòu)化培訓(xùn)的工作（如產(chǎn)品制造）的要求很低，并不像傳授工作技能（如生產(chǎn)產(chǎn)品所需的特定技能）的新工人培訓(xùn)。因此，非結(jié)構(gòu)化的在職培訓(xùn)往往不能完全按需要的技能傳授或持續(xù)，因為有經(jīng)驗的員工，有時無法清楚表達執(zhí)行工作的正確方法，他們每次訓(xùn)練新工人時會使用不同的訓(xùn)練方法。</p><p>　　與此相反，結(jié)構(gòu)化的在職培訓(xùn)，涉及教新工人，他們必須知道怎樣做，才能成功地完成其任務(wù)的程序。在職培訓(xùn)是一種重要的投資考慮到大約3

7、0%的新工人的時間花在在職訓(xùn)練的時間90天,即在培訓(xùn)期間導(dǎo)師的生產(chǎn)力可能會減少，根據(jù)J. Rothwell和Kazanas在改善在職培訓(xùn)里新工人可能犯不必要的錯誤。因此，結(jié)構(gòu)化培訓(xùn)理應(yīng)實施公司設(shè)計的系統(tǒng)的培訓(xùn)方案。</p><p>　　在造船業(yè)第一個實施在職培訓(xùn)計劃之一的是查爾斯“船長”阿倫河，在第一次世界大戰(zhàn)期間他根據(jù)心理學(xué)家赫爾巴特的思想程序。艾倫力求使學(xué)員通過四個步驟實施更有效地培訓(xùn)：</p>

8、<p>　　1.制備方法：向工人展示他們的要求。2.演示：告訴工人他們需要做什么，以及為什么要求他們這么做。3.應(yīng)用：讓工人執(zhí)行所需的任務(wù)。4.檢查：提供反饋信息，告訴他們怎么做是正確的怎么做事錯誤的。</p><p>　　第二次世界大戰(zhàn)期間在職培訓(xùn)有了新的進展，艾倫的計劃已擴大到包括七個步驟：1.演示了如何完成任務(wù)。2.審查要點。3.再次演示任務(wù)。4.讓員工執(zhí)行任務(wù)的簡單的部分。5.

9、幫助工人完成整個任務(wù)。6.讓工人完成整個任務(wù)，而被監(jiān)視。7.讓工人自己來執(zhí)行任務(wù)。</p><p>　　此在職培訓(xùn)的七步驟被稱為“就業(yè)指導(dǎo)培訓(xùn)”，研究表明，該方法導(dǎo)致二戰(zhàn)期間提高生產(chǎn)力。</p><p>　　現(xiàn)在的在職培訓(xùn)強調(diào)了不僅具有必要工作的技能也需要學(xué)習(xí)的技能，經(jīng)驗豐富的工人教練新手工人的培訓(xùn)，通過選擇這樣的培訓(xùn)，企業(yè)可以實現(xiàn)在訓(xùn)練內(nèi)容，方法和結(jié)果的一致性。此外，結(jié)構(gòu)化的在職培訓(xùn)

10、是作為一個過程，從一個培訓(xùn)方案來看其中包括培訓(xùn)投入（員工新手，經(jīng)驗豐富的員工，需要學(xué)習(xí)任務(wù)），培訓(xùn)輸出（新手員工的工作業(yè)績和發(fā)展）。</p><p>　　這個過程開始于合格教員和學(xué)員的選擇：培訓(xùn)者必須知道培訓(xùn)的任務(wù)，并知道如何溝通如何執(zhí)行任務(wù)。此外，必須明白培養(yǎng)目標。基于這些信息，企業(yè)可以建立一個培訓(xùn)方案。其次，實施培訓(xùn)計劃：有經(jīng)驗的工人準備訓(xùn)練新手，并采取措施，以確保學(xué)員理解學(xué)習(xí)任務(wù)，然后學(xué)員實際學(xué)習(xí)來執(zhí)行這些

11、任務(wù)。該培訓(xùn)計劃的實施也應(yīng)遵循具體的時間表，因此它應(yīng)幫助新員工更快地學(xué)習(xí)所需的技能和非結(jié)構(gòu)化的程序。最后，培訓(xùn)輸出的結(jié)果是培訓(xùn)投入和培訓(xùn)方案。如果一切順利的話，培訓(xùn)產(chǎn)出應(yīng)包括學(xué)員能夠完成規(guī)定的培訓(xùn)目標分配的任務(wù)。培訓(xùn)方案已經(jīng)完成，新員工開始對自己的工作，訓(xùn)練過程的投入，培訓(xùn)方案，并輸出，必須進行評估，以方便他們的導(dǎo)師讓他們作出必要的修改。</p><p><b>　　國際影響</b><

12、/p><p>　　日本的生產(chǎn)和管理技術(shù)曾在20世紀80年代和90年代在美國的職場影響較大。這方面的一個因素是統(tǒng)計控制技術(shù)和質(zhì)量圈，這需要更先進的生產(chǎn)工人的在職培訓(xùn)。如維克多產(chǎn)品部的企業(yè)達納公司，第一芝加哥公司，雀巢食品公司，和摩托羅拉公司提供的基本訓(xùn)練，在計算機和統(tǒng)計過程控制需要熟練工人。此外，這些企業(yè)提供的在職基本技能，包括閱讀和數(shù)學(xué)的培訓(xùn)。越來越多的公司來提供這種培訓(xùn)的基本技能，為了應(yīng)付生產(chǎn)技術(shù)，為此，這些技能是

13、必要的戲劇性的變化。</p><p>　　與此同時，管理培訓(xùn)也改變了方向。美國公司更加重視與股東，客戶和供應(yīng)商的互動。這就需要加強對他們公司的產(chǎn)品和生產(chǎn)過程的細節(jié)管理知識，通過在職培訓(xùn)獲得這方面的知識。</p><p>　　在職培訓(xùn)程序可以區(qū)分的集中發(fā)生在一個層級。大多數(shù)美國的在職培訓(xùn)是分散的，在工作本身或附近發(fā)生的。培訓(xùn)部門一般集中在大型企業(yè)發(fā)揮更加重要的作用，但在這些估計，超過對在職培

14、訓(xùn)的一半是在一個分散的情況下甚至一級進行。權(quán)力下放的程度還取決于一般性的知識，公司對員工的欲望，這是由雇員之間的管理，技術(shù)，營銷或生產(chǎn)行業(yè)的決定。日本，影響了質(zhì)量控制的重點是70年代以后它對在職培訓(xùn)更大的重視。這是由于實施了質(zhì)量圈，其中生產(chǎn)工人承擔了質(zhì)量控制更大的作用。以前在美國，在很大程度上是質(zhì)量控制管理的領(lǐng)域。</p><p>　　在日本的影響盡管如此，美國企業(yè)的在職培訓(xùn)比日本企業(yè)更普遍。工商管理碩士（MBA

15、）的學(xué)位，是在美國提供管理者的一個重要憑據(jù)，而只有一個日本的大學(xué)提供的MBA學(xué)位類似于日本的管理者往往開始做生產(chǎn)工作，并通過自己的事業(yè)正在接受培訓(xùn)，通過在廣泛的范圍內(nèi)輪換一個企業(yè)的行動，直到他們成為高層管理人員。</p><p>　　德國的職業(yè)培訓(xùn)體系，也是美國的就業(yè)培訓(xùn)政策辯論影響力的模型，德國的制度在很大程度上依賴于在職培訓(xùn)，更正規(guī)的方式，但比在美國或日本。大約百分之80的德國職業(yè)教育課程已經(jīng)完成，在職培訓(xùn)是

16、他們的400職業(yè)之一。該系統(tǒng)同時支持約150萬學(xué)徒，估計每個學(xué)徒每年花費 8,400（美元）。雖然職業(yè)教育是由聯(lián)邦政府機構(gòu)監(jiān)督，培訓(xùn)主要發(fā)生在企業(yè)內(nèi)部。這些公司對學(xué)員日常監(jiān)督和對認證考試管理負責(zé)任。</p><p>　　不同于日本制，德國學(xué)員一般都不能在企業(yè)中接受培訓(xùn)。這種差異在于日本的終身雇用制度，其中企業(yè)受益于入門的在職培訓(xùn)水平的直接反映。德國和日本都比美國的員工周轉(zhuǎn)率低，但是在這個意義上說，美國公司不能確保

17、員工的在職培訓(xùn)因為培訓(xùn)的投資回報率較高。</p><p><b>　　聯(lián)合培訓(xùn)計劃</b></p><p>　　在80年代和90年代，出現(xiàn)了一個聯(lián)合工會管理培訓(xùn)方案，美國的這些方案在汽車，通訊，鋼鐵領(lǐng)域最廣泛和建筑行業(yè)以及公共部門的快速擴張。聯(lián)合方案提供對一般工人的教育以及包括實習(xí)訓(xùn)練，認證和許可的在職培訓(xùn)。聯(lián)合訓(xùn)練方案的增長是一個更加重視企業(yè)培訓(xùn)后的反映的表現(xiàn)。這是

18、基于對技術(shù)變革的日新月異，往往需要新的工作組織形式，如靈活的，即時生產(chǎn)。在這些生產(chǎn)形式，工人一般都需要比傳統(tǒng)技術(shù)更多的任務(wù)。</p><p>　　聯(lián)合培訓(xùn)計劃也建立了工會與高等教育機構(gòu)聯(lián)合學(xué)徒培訓(xùn)的形式。在1972年創(chuàng)業(yè)方案下設(shè)立了一個由美國勞工部資助的操作工程師國際聯(lián)盟。這些程序通常在提供大學(xué)學(xué)分的在職培訓(xùn)從事學(xué)徒，這些學(xué)徒在大學(xué)學(xué)習(xí)相關(guān)教育。課程主要采取兩年制，而且在大學(xué)勞工教育中心。對這些節(jié)目越來越多，而且

19、強調(diào)對學(xué)徒的更多新技術(shù)方面的教育。</p><p><b>　　附件2：外文原文</b></p><p>　　On-the-job Training</p><p>　　原文出處：Author：Rothwell, William J. and H.C. Kazanas. Improving On-the-Job Training. San

20、Francisco: Jossey-Bass Publishers, 1994.</p><p>　　On-the-job training focuses on the acquisition of skills within the work environment generally under normal working conditions. Through on-the-job training,

21、workers acquire both general skills that they can transfer from one job to another and specific skills that are unique to a particular job. On-the-job training, typically includes verbal and written instruction, demonstr

22、ation and observation, and hands-on practice and imitation. In addition, the on-the-job training process involves one emplo</p><p>　　On-the-job training is the oldest form of training. Prior to the advent of

23、 off-site training classrooms, the only practical way of learning a job was working along side an experienced worker in a particular trade or profession—as evinced by the practice of apprenticeship during the Middle Ages

24、 when master craftsmen passed on skills and knowledge to novices who worked along side them. </p><p>　　On-the-job training is still the predominant form of job training in the United States, particularly for

25、 nonmanagerial employees. Numerous studies indicate that it is the most effective form of job training. The largest share of on-the-job training is provided by the private sector, though the most widely studied training

26、programs are those sponsored by federal legislation. </p><p>　　On-the-job training programs range from formal training with company supervisors to learning by watching. In this sense, the most formal types o

27、f on-the-job training are distinct from classroom training largely in that they take place within the firm. In the face of increased international competition and the more widespread use of computers in production proces

28、ses, the implementation of more formal and sophisticated kinds of on-the-job training has become a critical issue for firms in the Unite</p><p>　　TYPES OF ON-THE-JOB TRAINING </p><p>　　Two diffe

29、rent types of on-the-job training are frequently distinguished in the professional literature: structured (planned) and unstructured (unplanned). Unstructured is the most common kind and refers to loose on-the-job traini

30、ng programs that largely involve a novice employee working with an experienced employee, who serves as a guide or mentor in an observe-and-imitate training process. The new workers largely learn by trial and error with f

31、eedback and suggestions from experienced workers or</p><p>　　In contrast, structured on-the-job training involves a program designed to teach new workers what they must know and do in order to complete their

32、 tasks successfully. On-the-job training represents a significant investment considering that roughly 30 percent of a new worker's time is spent in on-the-job training during the first 90 days of employment, that pro

33、ductivity of experienced workers assigned to train new workers may decrease during the training period, and that new workers may make expe</p><p>　　One of the first structured on-the-job training programs wa

34、s launched during World War I in the shipbuilding industry by Charles "Skipper" R. Allen, who based the program on the ideas of the psychologist Johann Friedrich Herbart. Allen sought to make training more effi

35、cient by having trainees undergo four steps: </p><p>　　Preparation: show workers what they are required to do. </p><p>　　Presentation: tell workers what they are required to do and why they are

36、required to do it. </p><p>　　Application: let workers perform the required tasks. </p><p>　　Inspection: provide feedback, informing workers of what they have done right and what they have done w

37、rong. </p><p>　　On-the-job training received renewed interest during World War 11 when Allen's program was expanded to include seven steps: </p><p>　　Demonstrate how to complete a task. <

38、/p><p>　　Review important points. </p><p>　　Demonstrate task again. </p><p>　　Let workers perform easier parts of the task. </p><p>　　Help workers perform the entire task.

39、 </p><p>　　Allow workers to perform the entire task, while being monitored. </p><p>　　Allow workers to perform the task on their own. </p><p>　　The seven-step approach to on-the-job

40、 training became known as "job instruction training" and studies indicated that this approach led to increased productivity during World War II. </p><p>　　Contemporary approaches to on-the-job trai

41、ning emphasize the training of novice workers by experienced workers who possess not only the skills necessary for the tasks to be learned but also the skills as a trainer. By selecting such trainers, companies can achie

42、ve consistency in training content, methods, and results. In addition, structured on-the-job training is viewed as a process that includes training inputs (novice employees, experienced employees, and tasks to be learned

43、), a training prog</p><p>　　The process begins with the selection of qualified trainers and trainees: trainers must know the tasks and know how to communicate how to perform them and the trainees must be abl

44、e to learn the tasks. In addition, the tasks to be learned and the training goals must be identified. Based on this information, companies can establish a training program. Next, the training program is implemented: the

45、experienced worker prepares to train the novice worker and takes steps to ensure that the trainee und</p><p>　　INTERNATIONAL INFLUENCES </p><p>　　Japanese production and management techniques ha

46、d a large influence in the American workplace in the 1980s and 1990s. One element of this was the increased use of statistical control techniques and quality circles, which required more sophisticated on-the-job training

47、 for production workers. Firms such as the Victor Products Division of the Dana Corporation, the First Chicago Corporation, Nestle Foods Corp., and Motorola, Inc. provided basic training to lowskilled and unskilled worke

48、rs in comput</p><p>　　At the same time, management training also shifted directions. U.S. firms placed increased emphasis on interaction with stockholders, customers, and suppliers. This required greater man

49、agement knowledge of the details of their firm's products and production processes, knowledge gained through intensified on-the-job training. </p><p>　　On-the-job training programs can be distinguished b

50、y the level of centralization at which they occur. Most on-the-job training in the United States is decentralized, occurring at or near the job itself. Centralized training departments generally play a more important rol

51、e in larger firms, but even in these cases it is estimated that more than half of on-the-job training takes place at a decentralized level. The extent of decentralization depends also on the generality of knowledge that

52、the firm </p><p>　　In spite of the Japanese influence, however, U.S. firms continue to rely less on on-the-job training and more on formal education for management training than do Japanese firms. Masters in

53、 Business Administration (MBA) degrees provide an important credential for managers in the U.S., whereas only one Japanese university offers a degree similar to an MBA Japanese managers often begin their careers by doing

54、 production work and are trained by being rotated through a broad range of a firm's operatio</p><p>　　The German system of job training is also an influential model in job-training policy debates in the

55、United States The German system relies heavily on on-the-job training, but in a more formal manner than in the U.S. or Japan. About 80 percent of Germans have completed vocational education programs, which prepares them

56、for one of 400 occupations. The system supports approximately 1.5 million apprentices at a time, with an estimated $8,400 (U.S. dollars) spent per year for each apprentice. Though</p><p>　　Unlike the Japanes

57、e system, trainees in Germany generally do not become employees at the firms in which they received their training. That is, trainees are prepared for the job market at large, not the so-called internal labor market with

58、in the firm as in the Japanese system. This difference is a reflection of the lifetime employment system in Japan, in which firms benefit directly from investments made in entry-level on-the-job training. Germany and Jap

59、an both have lower employee turnover rates</p><p>　　JOINT TRAINING PROGRAMS </p><p>　　During the 1980s and 1990s, there was a rapid expansion in the number of joint union-management training pro

60、grams in the United States These programs were most extensive in the automotive, communications, steel, and construction industries, as well as in the public sector. Joint programs offer general worker education as well

61、as on-the-job training, including apprenticeships, certifications, and licensing. The growth of joint training programs is a reflection of the greater emphasis that firms p</p><p>　　Joint on-the-job training

62、 programs have also been established between labor unions and institutions of higher education in the form of joint apprenticeship training. The pioneering programs were established under a grant by the U.S. Department o

63、f Labor to the International Union of Operating Engineers in 1972. These programs typically give college credits to apprentices engaged in on-the-job training, and these apprentices enroll in college courses for related