工商管理外文翻譯---培養(yǎng)學生員工優(yōu)質的業(yè)務

1、<p>　　培養(yǎng)學生員工優(yōu)質的業(yè)務</p><p>　　本文參考了成功的學生員工培訓程序的必要因素。這些因素包括錄用前的行為活動，比如：精心編寫工作說明和績效措施, 圖書館的工作，具體培訓要執(zhí)行的任務, 培訓方案的評價。</p><p>　　為什么比恩和蘭茨恩德領是圖書零售行業(yè)的領導人？這不僅是對產(chǎn)品的選擇和滿意保證還在任何時間全額退款。其他零售公司也作出類似承諾。而是他們的代表

2、和客戶的互動使他們變得不同。兩家公司都教育他們的員工服務質量高于一切。致電給客戶的客服人員不僅僅要了解自己的產(chǎn)品，同時傳達了一個強有力的承諾：一切為了客戶。我們每個人都選擇零售商店，網(wǎng)絡商店，和其他基于服務質量的行業(yè)。如果圖書館沒有提供一致的，優(yōu)質的服務，他們的競爭對手會搶走大部分的市場。</p><p>　　正如任何零售業(yè)務，優(yōu)質的客戶服務對圖書館而言是很重要的。要做到這一點，圖書館需要特別注意培訓那些服務功能

3、最明顯和最活躍的員工。通常在圖書館，老顧客第一個見到的是學生員工，通常是在流通服務臺。這些學生員工極大地促進了圖書館形象與圖書館服務。因此，圖書館學生應考慮應該被認為是圖書館的大使并向學生們介紹圖書館的規(guī)章制度。學生員工培訓的投入決定著給客的服務質量和圖書館給老顧客和校園顧客的印象。</p><p>　　很多時候，圖書館的學生雇員很少接受或根本沒接受過培訓，因為他們工作性質的原因，他們很少被當做是有價值的資源，或

4、者他們只是為更換專職人員。此外，學生監(jiān)事不愿意從其他工作中抽出時間來訓練學生。如果不給予足夠重視的培訓，監(jiān)事不僅僅是冒著沒有有效利用寶貴資源的風險，也造成學生，監(jiān)事，圖書館糟糕的營運情況。這可能成為服務不好的一個原因。</p><p>　　如果圖書館希望提高服務水平，學生監(jiān)事的首要任務就是花時間計劃和實施培訓方案，好的培訓會讓學生和圖書館雙方受益，圖書館獲益在于一個高效的工作者展示給公眾一個積極的形象，學生獲益于

5、有一個機會發(fā)展好人際關系和工作技能，也是為未來的工作做積累，可以基于實際的表現(xiàn)，而不是潛在來源。相較于看培訓學生員工的特殊傳遞用具，其中包括上面所提到的和別人所說的，這篇文章提出了一個培養(yǎng)學生雇員的概念，即可以采用各種訓練模式來適應每個個體機構不同的規(guī)模和文化。</p><p><b>　　文獻回顧</b></p><p>　　許多關于培訓學生員工的文章研究了很多給這

6、些員工的培訓方法。蘇珊羅林斯和Marvin Guilfoyle從已培養(yǎng)出大批學生的機構的經(jīng)驗來看，他們主張電腦輔助教學。瑪莎費勒和格雷戈里克勞福德認為應該在較小的機構培訓學生助理。克勞福德討論了錄像帶的使用，而費勒研究了一個有條理的手冊在培訓學員過程中的價值。彌敦道史密斯介紹了編程培訓的好處，發(fā)現(xiàn)“程序教學是培養(yǎng)學生圖書館助理員的有效工具 ，這可以代替示范講座的方法并且不會有任何的損失”。 Penny Beile主張圍繞具體的工作設計能

7、力為基礎的培訓。Janice Burrows提出了培養(yǎng)那些不是主流文化的學生以及多種技術的培訓要求的問題。夏琳克拉克討論了為了增加承諾和挽留學生員工的培訓、動機、酬勞之間的相互關系?，旣惡驼淠菽逡良{格爾描述了成功的范例，就是用經(jīng)驗豐富的學生員工作為監(jiān)督者。最后，一??個非常有用的方法是Sheila Creth的有效在職培訓。雖然沒有明確的書面材料給學生員工，她所提供的技術和建議對培養(yǎng)圖書管理人員而言是非常有價值的。</p>

8、<p>　　與包括上述文章中的的具體學生員工的培訓方式相比，這篇文章提出了另一種使用多種方式和培養(yǎng)個人文化的模式來培訓學生員工。</p><p>　　培訓學生雇員的特殊問題</p><p>　　有跡象表明，培訓學生員工跟培養(yǎng)固定的全職員工有很多不同。首先，因為學生是兼職員工，大約四個學生員工（他們平均每周工作10小時）等于一名全職員工。這增加了培訓的復雜性和所需的時間量。由于

9、他們的業(yè)余時間和學業(yè)，學生員工只能對他們的職業(yè)作出部分的保證。此外，他們的知識和對圖書館的認知是非常有限的。顯然，新的學生員工有大量的時間來認知圖書館以及他們自己的工作情況。</p><p>　　其次，培訓需要在很短的時間內完成。大多數(shù)學術圖書館打算在開學第一天開門并提供服務。因此，至關重要的是被聘請的學生，至少在公共服務方面應盡快訓練，以便顧客可以得到優(yōu)質的服務。</p><p>　　第

10、三，大量的人需要在同一時間訓練。根據(jù)員工流動率和機構類型，大概占到一年職工流動率的33％到100%。因此，一個學生最少要用三分之一的總工作量（以正常職工周轉率來計算）來同時進行培訓。 </p><p>　　從這三點來看有必要設立一個正式的培訓課程。所有新員工應該得到正式的考慮周全的高質量的指導和培訓。在現(xiàn)實的情況是，這種培訓往往不現(xiàn)實。它可能會使用于一些小型圖書館，提供一個臨時性的新員工培訓，但是，對大多數(shù)的機構

11、而言，根本不能運作良好。</p><p>　　在員工培訓方面的學生常見的問題之一是，所有的學生職工監(jiān)事在圖書館除了監(jiān)督學生之外還有別的職責。這些人，通常是輔助人員，是一個正在進行生產(chǎn)服務（技術服務）的庫單元的一部分，在訓練學生的時候經(jīng)常收到混雜的信息。管理學生助手是監(jiān)事職責的一個重要方面嗎？這個方面是不是關系到監(jiān)事的評估？在監(jiān)事選拔和培訓學生的時候是否能夠提供相同的服務水平？</p><p&g

12、t;　　對于建立一個高質量的培訓項目，這些問題的答案都是非常重要的。在學期開始前，學生管理員必須得給予時間進行學生的選擇，適應和訓練。這些職責應被視為重要到成為工作職責描述和評估的一部分。只有當學生管理員的主管授權成功，才能進行開始訓練的過程。良好培訓的基礎適用于學生助理以及所有其他的員工。卡洛琳尼爾森認為：良好的培訓是為特定工作的特定任務而設計的。經(jīng)過培訓，它的成功可以衡量一個人是否能做那些特殊的任務。訓練有素的員工將能更高質量的工作

13、,在將來，許多的個人滿足感是做好一份工作的強大的動力。</p><p>　　另外，還要教導學生去執(zhí)行一項任務、良好的培訓及明確工作程序和可接受的表現(xiàn)。一種很有效的訓練項目的訓練,首先需要了解訓練的目的,這樣它才可以被后來補充完善。克瑞斯認為：主管必須建立一項讓學生不困惑的培訓目標,使其可以各個階段繼續(xù)使用知識和技能培訓。例如,初始訓練可以包括怎樣檢查儲備資料,而以后的訓練可能需要做充分的準備。</p>

14、<p>　　學生職工培訓節(jié)目的概念模型 雇用前活動</p><p>　　訓練過程從寫得很好的工作說明真正地開始。 憑這工作說明，應該為職位建立清楚的工作指標。 這些工作指標對辨認訓練的關鍵工作元素是非常重要的。</p><p>　　如果用一個清晰的性能評價指標的方法對工作進行描述來建立訓練計劃，則學生雇員知道她或他該申請什么工作; 有什么期望; 并且，如果訓練有素，如何做它

15、。 這是符合圖書館和學生的共同利益。 不僅這樣過程重要根據(jù)得到工作很好完成，而是最近由Stanley Wilder建議了，它可能導致高校學生的保留率，這對學術機構至關重要。</p><p>　　由直屬上司舉辦的一次面試采訪，是雇用前過程中的一個很重要的部分。該項工作的主要內容應在面試過程中加以強調，以及成為甄選的依據(jù)。</p><p>　　一次好采訪應該排除那些不適合這份工作的人。 通過對

16、不合適人群的刪除可能使訓練過程更加簡單。 采訪假設學生雇員希望在圖書館工作的人數(shù)多于圖書館里所需求的人數(shù)。我們發(fā)現(xiàn)，通過質量監(jiān)督，圖書館被認為工作的好地方，甚至在緊縮的勞動力市場上，可能有更多的人對在圖書館工作更感興趣。 </p><p>　　一旦被雇用, 學生員工應成為職前就業(yè)培訓計劃的一部分。杰克菲利普斯討論了高校畢業(yè)生在全日制工作期間的價值，這種想法可以很容易被學生員工培訓所使用。前期培訓活動可能包括對我們

17、的學生員工的歡迎儀式,一份新進員工培訓的時間安排進度表、第一天工作應先閱讀程序手冊或自學/程序教學材料,并指明作報告的時間和地點。</p><p>　　職前教育能對圖書館文化和主管所訂立的工作關系之間的交流起到幫助。溝通對于以前沒有工作過或不熟悉工作流程的學生可能是有必要的。這樣的教育可能對激發(fā)學生即將接受的工作成為一種強大的動力。它還能簡化流線型的具體取向和具體的訓練活動。</p><p&g

18、t;　　Training Student Employees for Quality Service</p><p>　　Jane M. Kath man and Michael D. Kath man This article examines the factors necessary for a successful student employee training program. The factor

19、s include the importance of preemployment activities, such as</p><p>　　well-written job descriptions and performance measures, job orientation to the library, specific training for the duties to be performed

20、, and the evaluation of the training program.</p><p>　　Why are L. L. Bean and Lands End leaders in catalog retailing? It is not just the product selection and the guarantee of satisfaction or a full refund a

21、t any time. Other catalog companies make similar promises. What makes them different is the quality of the interaction between their representatives and the customer. Both companies have a well-executed training program

22、for their personnel that emphasizes service above all else. A call placed to customer service connects the customer with people </p><p>　　As with any retail business, quality customer service is essential fo

23、r libraries. To accomplish this, libraries need to be particularly attentive to training those who are the most visible and active part of their service function. Often in libraries the first person that a patron meets i

24、s a student employee, usually at the circulation desk. These student employees contribute significantly to the image of the library and the delivery of library services. Thus, library student employees should be</p>

25、;<p>　　campus guests. </p><p>　　Too often, student employees in libraries are given little or no training because “they</p><p>　　are seldom perceived as a valuable resource because of the

26、 nature of the work they do, their large numbers, or because they are replacements for full-time personnel.”1 Furthermore, student supervisors are reluctant to take time away from other duties to train student employees.

27、 By not giving adequate</p><p>　　attention to training, supervisors run the risk of not only the inefficient use of valuable resources, but also a bad employment situation for the student, the supervisor, an

28、d the library. This can be a cause of inadequate service. </p><p>　　If librarians wish to have a more than adequate level of service, a top priority for student employee supervisors should be to devote time

29、to the planning and implementation of training programs. Aquality training program for student employees benefits both the library and the student. The library benefits from a productive worker who presents a positive im

30、age to the public. Students benefit because they have an opportunity to develop good interpersonal and job skills as well as to develop a sou</p><p>　　LITERATURE REVIEW</p><p>　　Many recent arti

31、cles on training student employees examine a variety of ways instruction can be given to these employees. Susan Rawlins and Marvin Guilfoyle looked at the issue from the perspective of large institutions that have to tra

32、in a large number of students, and they advocate computer-assisted instruction.2 Martha Faller and Gregory Crawford considered training student assistants in smaller institutions. Crawford discussed the use of videotape,

33、 whereas Faller examined the value of a clea</p><p>　　raised the issue of training students whose cultural orientation is not the dominant one and called for a variety of training techniques.6 Charlene Clark

34、 discussed the interrelationship among training, motivation, and recognition to increase the commitment and retention of student employees.</p><p>　　7 Mary Nagel and Jeanne Molloy described a successful pro

35、gram, using experienced student employees as training supervisors. 8 Finally, a very helpful work is Sheila Creth’s Effective On-the-Job Training.</p><p>　　9 Although not written specifically for student em

36、ployees, the techniques and suggestions that she offers are extremely valuable to anyone involved in training in libraries. </p><p>　　Rather than look at specific delivery vehicles for training student emplo

37、yees, which the above articles and others cover well, this article presents a conceptual model for training student employees that can use various modes of training appropriate for the size and culture of the individual

38、institution.</p><p>　　UNIQUE PROBLEMS OF TRAINING STUDENT EMPLOYEES</p><p>　　There are several issues that make training student employees different from training regular, full-time staff. First

39、, because students are part-time employees, it takes approximately four student employees (given they work an average of 10 hours per week) to equal one full-time employee. This increases the complexity and the amount o

40、f time needed for training. Because of their part-time and student status, student employees have only a partial commitment to their employment. In addition, their</p><p>　　Second, the training needs to be c

41、ompleted in a short period of time. Most academic libraries expect to open and provide service the first day of class. Thus, it is essential that the students employed, at least in public services, be trained as quickly

42、as possible so patrons can receive quality service. </p><p>　　Third, a large number of people need to be trained at the same time. Depending on turnover rates and the type of institution, there can be betwee

43、n 33% and 100% turnover in a given year. Therefore, a minimum of one third of the total student work force (figuring normal turnover rates) may have to be trained at the same time. </p><p>　　These three poin

44、ts taken together make it essential that a formal program of training be established. All new employees deserve quality orientation and training, which should be done in a formal manner to assure that nothing is left out

45、. The reality of the situation is that such training frequently does not occur. It may be possible for some small libraries to provide training for new employees on an ad hoc basis, but that simply does not work well in

46、most institutions given the large number of </p><p>　　One of the common pitfalls in the area of training student employees is that all student employee supervisors have other responsibilities in the library

47、in addition to supervising student employees. These individuals, usually paraprofessionals, are a part of ongoing patron services or production (technical services) units of the library and often receive mixed signals re

48、garding the time that they spend training and managing student employees. Is managing student assistants an important aspect of</p><p>　　Answers to these questions are very important to the establishment of

49、a quality training program. The student employee supervisor must be given time at the beginning of the semester to select, orient, and train the students. These responsibilities should be regarded as important enough to

50、be part of the job description and evaluation. Only when the student employee supervisor is empowered to succeed can one begin with the training process. The basics of good training hold true for student assist</p>

51、<p>　　In addition to instructing student employees in the skills needed to carry out a task, good training clarifies job procedures and standards of acceptable performance. An effective training program identifies

52、 the order of training—what needs to be learned first so that it can be built on later. As Creth stated, “the supervisor must establish an order for the training so that the trainee is not confused and is able to proceed

53、 through the training using knowledge and skills at each stage.”11 For ex</p><p>　　a book for reserve.</p><p>　　CONCEPTUAL MODEL FOR A STUDENT EMPLOYEE TRAINING PROGRAM</p><p>　　Pre

54、-employment Activities</p><p>　　The training process really begins with a well-written job description. Based on this job description, clear performance measures should be established for the position (see F

55、igures 1 and 2). These performance measures are important to identify the key job elements for training and will be helpful in the sequencing of training.12</p><p>　　If job descriptions with a clear set of p

56、erformance measures are used to develop the training program, then the student employee knows what job she or he is applying for; what is expected; and if well trained, how to do it. This is in the best interest of both

57、the library and the student. Not only is such a process important in terms of getting the job done well, but as has been recently suggested by Stanley Wilder, it can lead to higher student retention rates, which are esse

58、ntial for academic </p><p>　　An interview, conducted by the immediate supervisor, is an essential part of the pre-employment process. The key elements of the job should be highlighted in the interview and be

59、come the basis for the selection criteria. A good interview should eliminate those who are not appropriate for the particular job. The elimination of those who do not fit can make the training process much simpler. Inter

60、viewing assumes a pool of student employees wishing to work in the library that is larger than the dem</p><p>　　Once hired, student employees should become part of a pre-employment training program. Jack J.

61、Phillips discussed the value of pre-employment education during the transition of college graduates to full-time jobs.14 This is an idea that can easily be adapted for student employee training. Possible pre-employment a

62、ctivities include a letter welcoming students to the staff and outlining expectations, a schedule of orientation sessions, policy and procedure manuals or self-study/programmed instruct</p><p>　　Pre-employme

63、nt education can assist in communicating the library’s culture and defining the type of work relationship the supervisor wishes to establish. Communicating expectations may be necessary for students who have not worked b

64、efore or are not familiar with the work ethic expected. Such education can be a powerful tool in motivating students to accept responsibility for the job they are about to undertake. It could also streamline the orientat