人力資源管理外文翻譯

1、<p><b>　　英文文獻(xiàn)原文：</b></p><p>　　Performance Appraisal as a Guide for Training and Development:</p><p>　　A Research Note on the Iowa Performance Evaluation System</p><p&

2、gt;　　By Dennis Daley owa State University</p><p>　　This paper examines one facet of performance appraisal-its use as a guide for the drafting of employee training and development plans. The scope is limited

3、in that it excludes any consideration as to whether these plans are actually implemented. Our interest focuses only on the extent to which supervisors endeavor to assist employees in correcting or overcoming weaknesses a

4、nd in enhancing or developing perceived strengths. The findings reported here are based on a 1981 monitoring of the performa</p><p>　　As civil service reform has been instituted in one jurisdiction after ano

5、ther in order to further assure objective, performance based personnel practices, performance appraisal has emerged as one of the key issues in the personnel management of the 1980s. This heightened sense of importance a

6、nd seriousness has, in turn, led to a renewed interest in the study of the actual workings of performance appraisal systems.</p><p>　　The uses to which performance appraisal can be put are myriad. The recent

7、 Civil Service Reform Act of 1978 serves as a model in this respect. Here we find enunciated what may be taken as the typical orientation toward the uses of performance appraisal, recommending that personnel managers and

8、 supervisors "use the results of performance appraisal as. a basis for training, rewarding, reassigning, promoting, reducing in grade, retaining, and removing employees." Performance appraisal systems can al<

9、;/p><p>　　The economic recessions of the 1970s and 1980s have placed significant restraints on these uses, however. The imposition of hiring freezes, the diminishment of promotional opportunities, the advent of

10、 reductions-in-force, and the near abandonment of merit pay provisions by financially strapped governmental entities have contributed to the loss of enthusiasm for performance appraisal in many quarters. Under such circu

11、mstances, performance appraisal一limited in its use to the more negative function</p><p>　　In their search to salvage something positive from amidst these circumstances personnel specialists have alighted upo

12、n the use of performance appraisal as a guide for employee training and development. This offers them the opportunity of providing public employees with a service that employees view as beneficial. Although public employ

13、ees have shown little confidence in specific performance appraisal systems or in the managerial abilities of those responsible for their implementation (McGregor, </p><p>　　This, of course, still poses a sig

14、nificant problem to a multipurpose system such as that found in the State of Iowa. Disenchantment or distrust with one aspect of the performance appraisal system may significantly contribute to the weakening of the entir

15、e evaluation system.</p><p>　　THE IOWA PERFORMANCE EVALUATION SYSTEM</p><p>　　In all public service systems employees are evaluated periodically; most often this is done informally. The introduc

16、tion of formal systems of performance appraisal, usually in addition to continued informal assessment, is a relatively recent event. Formal systems of performance appraisal are designed to provide a systematic and object

17、ive measure of individual job performance and/or potential for development.</p><p>　　Although the use of formal performance appraisal in Iowa can be traced back at least to the early 1950s (limited, for the

18、most part, to such rudimentary methods as the essay or graphic rating scale), these occurred within a fragmented setting. Individual departments and agencies retained descretion over the choice of such personnel practice

19、s until well into the 1960s.</p><p>　　Under Governor Harold Hughes (1963一1969) a number of efforts were undertaken to</p><p>　　strengthen the executive. Among these reforms was the creation of t

20、he State Merit System of Personnel Administration, administered by the Iowa Merit Employment Department, in 1967. Even so, there were numerous exemptions limiting the extent of its coverage, both in terms of separate mer

21、it systems outside its jurisdiction and of patronage appointments.</p><p>　　The executive reform movement was continued throughout the lengthy service of Governor Robert Ray (1969-1983). Strong executive sup

22、port was placed behind the development of the personnel system. Governor Ray unsuccessfully advocated expanding the IMED jurisdiction through the elimination of the existing coverage exemptions and by integrating the sep

23、arate merit systems into an executive personnel department. Notwithstanding the somewhat 1imited success of recent Iowa governors, the basis for a pr</p><p>　　One reflection of this basis is the fact that th

24、e use of a statewide appraisal-by-objectives system was inaugurated in 1977. The implementation of this system followed the introduction of the management-by-objectives concept among a number of the larger state agencies

25、.Since appraisal-by-objectives is a specific application or extension of the MBO approach, it was felt that by this means executive support for performance appraisal could be more readily obtained. It is known, of course

26、, that the l</p><p>　　The Iowa performance evaluation system is an ideal-typical descriptive example of the appraisal-by-objectives technique. The introduction of this approach in 1977 was accompained by a s

27、eries of training sessions (Burke, 1977) and supported with supervisory and employee handbooks. However, training for new supervisors and periodic "refresher courses" appear to have been given a low priority in

28、 Iowa, as is generally the case in public sector personnel systems. Iowa's use of appraisal-by-objectives</p><p>　　The Iowa performance evaluation process is initiated with joint completion of "Sect

29、ion A:Responsibilities and Standards/Results Expected" (also referred to as the "job description")by the supervisor and employee. This is the first of three sections included in the performante appraisal f

30、orm/process. Section A is completed at the beginning of the annual appraisal period while sections B and C are written up at its conclusion. The employee is to be given prior notice of the conference and supplied</p&g

31、t;<p>　　Eight to ten major responsibilities (four to five is the norm) are to be selected and， written down in a results-oriented format with specific standards by which the achievement of these results are to be

32、measured. These individual responsibilities are weighted through the use of an additive formula which factors in the time spent on each task and the evaluation of its importance or the consequence of error (a five point

33、Likert-type scale is used for both). The overall employee rating is the wei</p><p>　　In the event that these responsibilities need to be subject to modification due to changing circumstances, a new Section A

34、 would be prepared by the supervisor and employee. During the course of the evaluation period the supervisor is also encouraged to use a "critical incident" approach. Both formal (with written copy inserted int

35、o the employee's file) and informal communications between employees and supervisors are encouraged. For negative incidents it is important that a record of corrective </p><p>　　At the end of the evaluat

36、ion period, again following advanced notice, the employee and supervisor meet to discuss the employee's job performance in light of the responsibilities outlined in the employee's Section A. Worksheets are used a

37、t this meeting with a formal evaluation prepared only afterward. At this appraisal interview the supervisor discusses "SectionB: Performance Review/Rating" with the employee. Employees are also given the opport

38、unity to formally comment on the final evaluation for</p><p>　　"Section C: Summary of Total Job Performance and Future Performance Plans" is also completed at this time. Basically, this is an essay

39、 evaluation. The supervisor is provided the opportunity to list the employee's "areas of strength and those "areas needing improvement." In the latter instances "training and developmental plans&

40、quot; for correcting these are supposed to be filed.</p><p>　　DATA COLLECTION</p><p>　　In conjunction with its implementation efforts the Iowa Merit Employment Department engaged in a two-year m

41、onitoring of its appraisal-by-objectives evaluation system. The results of this monitoring project, involving the sampling of performance appraisals submitted in between July 1978 and December 1979, were reported to stat

42、e officials in January 1980.The first monitoring project led to a number of minor changes in the performance evaluation system. For most part these modifications represented</p><p>　　This study is based on t

43、he results of a second monitoring project conducted by the IMED.The questions addressed in this study were, in part, raised by the first monitoring project.While the first monitoring focused primarily on the basic or gen

44、eral implementation of the performance evaluation system (i.e., was there compliance with the mandated requirements?), the second is more concerned with how well it is working. The format used here is that of "actio

45、n research" or "troubleshooting" (Starlin</p><p>　　DATA ANALYSIS</p><p>　　The primary results assessing how well Iowa's performance appraisal system is working are reported el

46、sewhere (Daley, 1983). This paper focuses only on those aspects related to the specification of training and development plans.</p><p>　　Because Iowa employs a multipurpose approach in the use of performance

47、 appraisals it is hardly surprising that there are many instances, 43 percent of those monitored, in which no training and development are specified. This, however, poses the task of somehow separating the cases in which

48、 training plans should most definitely be present.</p><p>　　A supervisor may choose to list training and development plans for three reasons. First,unrelated to any individual strengths or weaknesses, he may

49、 choose to use this performance appraisal section as a memo or reminder of a training activity which all employees are routinely given. The inclusion of such activities in an "official" performance appraisal ma

50、y serve to provide added political weight in order to insure their being performed; it is all to easy amidst the pressing, day-to-day concerns </p><p>　　Second, supervisors may choose to promote employee dev

51、elopment. They may either pickup on some strength an individual already possesses or for which he may have an aptitude and attempt to polish, refine, or enhance those skills. While this is not an automatic relationship,

52、not all "strengths" would require additional or follow-up training, it is important for both organizational and individual well-being. Obviously, such activities benefit the organization by increasing its admin

53、istrative or tec</p><p>　　Finally, training plans should be specified in those instances in which a supervisor notes that an employee "needs improvement." As such remarks may become the basis for a

54、n adverse personnel action (reassignment, reduction in grade, removal, etc.) it is legally incumbent that the state demonstrate that it has made a good faith effort to correct such deficienties. Due process demands that

55、public employees not be dealt with a "star chamber" fashion.An employee cannot be expected to correct inadequ</p><p>　　In monitoring Iowa's performance appraisals room was allowed to record up

56、to three "strengths" and "areas needing improvement" for each employee. Supervisors tended to list employee strengths twice as often as they detailed areas needing improvement (1223 to 506),and as one

57、 would expect there is a pronounced tendency to note both strengths and areas needing improvement vis-a-vis individual employees (58 percent of the monitored appraisals combine both strengths and areas needing improvemen

58、t).</p><p>　　A count of the number of listed strengths and areas needing improvement was made use of (zero to three for each variable) in analyzing this data. While this fails to measure the importance or si

59、gnificance of each strength or area needing improvement, it was felt that in some way the number of such instances would be related to or a rough indicator of the overall seriousness underlying the specification or train

60、ing plans (i.e., as the number of instances increased so would the need for a training</p><p>　　Furthermore, training plans were judged not only as to their existence but also as to whether they were deemed

61、to represent a "poor" or "good" relationship between the plan and the listed strengths and areas needing improvement. The nature of this relationship may also be interpreted in terms of partial or ful

62、l compliance. "Good" plans would be seen as following-up on the listed strengths and/or areas needing improvement and, hence, as complying with the personnel system's intention to use perfo</p><p

63、>　　In addition to the above analysis the count of strengths and areas needing improvement were also compared to the rounded performance ratings given to each individual. It was felt that there should be evidence here,

64、 too, albeit tangential in nature, of a relationship; those employees garnering more mentions of strengths and/or of fewer areas needing improvement should possess higher ratings.</p><p><b>　　譯文正文：<

65、/b></p><p>　　激勵(lì)是人力資源管理的核心。</p><p>　　在企業(yè)生產(chǎn)經(jīng)營(yíng)管理中，人力資源是企業(yè)各種經(jīng)濟(jì)資源中具有思想、感情、最求和能動(dòng)性的亦喜愛那個(gè)經(jīng)濟(jì)資源，也是企業(yè)這一有機(jī)體的靈魂，因此，人力資源是比其它生產(chǎn)經(jīng)營(yíng)資源更為重要的一項(xiàng)資源，它不僅影響和決定了企業(yè)其他生產(chǎn)經(jīng)營(yíng)經(jīng)濟(jì)資源的價(jià)值和使用狀況，而且其本省就是企業(yè)實(shí)力幾家質(zhì)量的重要組成部分之一，由于人力資源在企業(yè)生

66、產(chǎn)經(jīng)營(yíng)經(jīng)濟(jì)資源中的地位和作用，所以企業(yè)管理工作成效的極致或者說要達(dá)到的理想境界的目標(biāo)應(yīng)該是：企業(yè)內(nèi)的每一個(gè)員工都能將企業(yè)的整體利益放在首位，并為企業(yè)的目標(biāo)、利益甘愿貢獻(xiàn)自己的一切。職工的這樣一種思想和精神狀態(tài)在宣誓中師很難以體現(xiàn)的，但卻是企業(yè)家、管理者孜孜以求和所要挑戰(zhàn)的極限，要趨近這樣的一種狀態(tài)，只有通過企業(yè)內(nèi)部的有效激勵(lì)。因此，企業(yè)管理工作的重中之重是人力資源管理。</p><p>　　與傳統(tǒng)勞動(dòng)人事管理不同

67、，現(xiàn)代人力資源管理的主要特征表現(xiàn)在“戰(zhàn)略性”層面上：（1）在戰(zhàn)略指導(dǎo)思想上，現(xiàn)代人力資源管理是“以人為本”的管理；（2）在戰(zhàn)略目標(biāo)上，現(xiàn)代人力資源管理是為了“獲取競(jìng)爭(zhēng)優(yōu)勢(shì)”的目標(biāo)管理；（3）在戰(zhàn)略范圍上，現(xiàn)代人力資源管理是“全員參加”的民主管理；（4）在戰(zhàn)略措施上，現(xiàn)代人力資源管理是運(yùn)用“系統(tǒng)化科學(xué)方法和人文藝術(shù)”的權(quán)變管理。與非人力資源管理相比較，人力資源管理是通過“激勵(lì)”來實(shí)現(xiàn)的，它是人力資源管理的核心。所謂“激勵(lì)”，就是從滿足人的

68、多層次、多元化需要出發(fā)，針對(duì)不同員工設(shè)定績(jī)效標(biāo)準(zhǔn)和獎(jiǎng)勵(lì)值，一最大限度地激發(fā)員工工作積極性和創(chuàng)造性去實(shí)現(xiàn)組織的目標(biāo)。一個(gè)企業(yè)的人力資源利用效果如何，是由許多復(fù)雜因素耦合作用的結(jié)果，但其中管理的激勵(lì)作用是最重要的因素之一。</p><p>　　人力資源不同于其他非人力資源的根本特征就是，它依附于員工的人體而存在，與員工個(gè)人須臾不可分離，其他人或組織要使用人力資源，都要經(jīng)由它的天然所有這個(gè)人的“積極主動(dòng)”配合才能實(shí)現(xiàn)。

69、因此，人力資源管理工作能否“以人為本”，有效激發(fā)員工的積極性，最大限度地發(fā)揮員工的主觀能動(dòng)性和創(chuàng)造性，就成為決定企業(yè)生產(chǎn)經(jīng)營(yíng)績(jī)效優(yōu)劣的關(guān)鍵因素和企業(yè)人力資源管理成功與否的核心問題。</p><p>　　激勵(lì)管理有管理激勵(lì)和制度性激勵(lì)兩種體系。</p><p>　　所謂管理激勵(lì)主要指在企業(yè)人力資源管理過程中，管理者面對(duì)的是一個(gè)個(gè)活生生的現(xiàn)實(shí)的個(gè)體，所以對(duì)人力資源的日常維持和激勵(lì)使用就必須因人

70、而異，區(qū)別對(duì)待。這就要求管理主體有高潮的“運(yùn)動(dòng)人”的技能和技巧，能綜合運(yùn)用政治學(xué)、社會(huì)學(xué)、心理學(xué)甚至人體功效學(xué)所有“人學(xué)”知識(shí)和技術(shù)，有效地“支配別人去干事”，即激發(fā)每個(gè)員工的積極性使之最大限度地運(yùn)用其人力資源，為企業(yè)生產(chǎn)經(jīng)營(yíng)做貢獻(xiàn)。它是企業(yè)的一種非對(duì)稱人際關(guān)系，強(qiáng)調(diào)管理者的“領(lǐng)袖權(quán)威”知人善任、“體察民情”、“為民做主”等等。總之，是以某種科學(xué)性的、行政性的、不對(duì)等的程序和方式來體現(xiàn)，進(jìn)而實(shí)現(xiàn)激勵(lì)所內(nèi)涵的民主性質(zhì)的人本化要求。但是另一

71、方面經(jīng)濟(jì)行為，即在既定的制度環(huán)境約束下追求自身利益最大化，是整個(gè)人類行為最基本、最普通、最具主導(dǎo)型因而也是最重要的規(guī)定性和表現(xiàn)形態(tài)。因此，人力資源管理的首要任務(wù)，就是遵從其天然所有者這種經(jīng)濟(jì)行為屬性，按照“一視同仁”的公平原則，設(shè)計(jì)和建立統(tǒng)一的，規(guī)范的，具有可操作性的激勵(lì)制度。并在整個(gè)企業(yè)范圍內(nèi)貫徹實(shí)施，而在所有的企業(yè)制度安排中，最根本、最核心的是產(chǎn)權(quán)制度。這就要求從企業(yè)所有權(quán)安排和公司治理結(jié)構(gòu)高度確立人力資本的產(chǎn)權(quán)地位，保證其<

72、/p><p>　　當(dāng)今世界，人力資源激勵(lì)管理模式具有東西方文化背景方面的適應(yīng)性和差異性，西方文化強(qiáng)調(diào)“契約制度”，二東方文化注重“人倫綱常”。東方文化背景下人力資源激勵(lì)管理的典型形態(tài)是日本模式。其基本特征。就是注重“管理激勵(lì)”，強(qiáng)調(diào)員工從業(yè)者主權(quán)，充分利用了人的“社會(huì)性”或“合群性”動(dòng)機(jī)，通過終身雇傭、年序工資、內(nèi)部晉升和開發(fā)培訓(xùn)等，進(jìn)行人力資源激勵(lì)管理。西方文化背景下人力資源激勵(lì)管理的典型形態(tài)是美國(guó)模式，與經(jīng)濟(jì)學(xué)中

73、的制度激勵(lì)理論接近。其基本特點(diǎn)可以概括為：側(cè)重“制度激勵(lì)”，注重利用市場(chǎng)競(jìng)爭(zhēng)機(jī)制，在企業(yè)內(nèi)部專業(yè)化分工的基礎(chǔ)上，主要通過外部市場(chǎng)競(jìng)爭(zhēng)壓力，對(duì)在職員工進(jìn)行契約化制度管理。需要明確的是，在企業(yè)戰(zhàn)略層面上和操作實(shí)務(wù)中，制度激勵(lì)與管理激勵(lì)都必須統(tǒng)一納入人力資源管理這個(gè)本系統(tǒng)，將之有機(jī)結(jié)合起來，并整合為完整的企業(yè)激勵(lì)體系和運(yùn)作機(jī)制。</p><p>　　國(guó)內(nèi)企業(yè)在激勵(lì)管理上存在的問題。</p><p&g

74、t;　　目前，在部分企業(yè)中存在其內(nèi)部員工缺乏積極性和工作主動(dòng)性，人心渙散、產(chǎn)品缺乏市場(chǎng)競(jìng)爭(zhēng)力、經(jīng)營(yíng)經(jīng)濟(jì)效益水平低等等問題，究其原因，從根本上說一個(gè)重要的原因就是企業(yè)組織激勵(lì)工作不力。原因一方面是因?yàn)椴糠制髽I(yè)的領(lǐng)導(dǎo)者和管理者認(rèn)識(shí)上的錯(cuò)誤，僅僅把人力作為一種資源，使員工的積極性的發(fā)揮受到抑制。他們認(rèn)為中國(guó)的勞動(dòng)力處于過剩狀態(tài)，是一種可以隨意調(diào)用、處置的資源。在這一觀念的指導(dǎo)下，企業(yè)領(lǐng)導(dǎo)人僅把員工作為一種“取之不盡”的資源加以選擇和使用，并不

75、忠實(shí)對(duì)企業(yè)員工的再培訓(xùn)和企業(yè)員工對(duì)企業(yè)忠誠(chéng)度的建立，而是一味地強(qiáng)化所謂的監(jiān)督和控制。這樣做的結(jié)果導(dǎo)致了員工對(duì)企業(yè)缺乏認(rèn)同感，認(rèn)為自己只是受雇于企業(yè)，給多少錢干多少活，相互間的信任程度非常低，難以充分發(fā)揮員工的潛力，調(diào)動(dòng)員工積極性和創(chuàng)造性，企業(yè)內(nèi)部缺乏激勵(lì)機(jī)制。另一方面是部分企業(yè)在激勵(lì)方式上存在誤區(qū)，主要體現(xiàn)愛一下兩方面：（1）過于集中在對(duì)經(jīng)營(yíng)者的獎(jiǎng)勵(lì)上，對(duì)經(jīng)營(yíng)者的激勵(lì)雖然很重要，但遠(yuǎn)遠(yuǎn)不能解決企業(yè)的全部問題，萊賓斯坦等提出的X效率理論認(rèn)

76、為，組織內(nèi)部的效率取決于全體員工的努力水平，只有根據(jù)不同類型的員工不同的需要進(jìn)行不同的激勵(lì)制度安排，才能達(dá)到不同的激勵(lì)效用，最終</p><p>　　企業(yè)員工激勵(lì)的措施。</p><p>　　激勵(lì)對(duì)管理特別是人力資源管理的重要性自不待言。通過激勵(lì)能把所有才能的、本企業(yè)所需要的人吸引過來；也可以使本企業(yè)員工最充分地發(fā)揮其才能和智慧；從而保持所從事工作的有效性和高效率。激勵(lì)不僅在于能使職工安心

77、，積極地工作，它還發(fā)揮使職工認(rèn)同和接受本企業(yè)的目標(biāo)和價(jià)值觀，對(duì)企業(yè)產(chǎn)生強(qiáng)烈的歸屬感。據(jù)美國(guó)哈佛大學(xué)的教授威廉·詹姆士研究，在缺乏激勵(lì)的環(huán)境中，人員的潛力只發(fā)揮出了一小部分，即20%—30%，剛剛能保住飯碗即止；而在良好的激勵(lì)機(jī)制環(huán)境中，同樣的人員即可發(fā)揮出潛力的80%—90%，由此可見，使每位員工始終處于良好的激勵(lì)環(huán)境中是人力資源開發(fā)和管理所追求的理想狀態(tài)。那么，如何才能正確有效地激發(fā)員工的時(shí)期呢？</p>&l

78、t;p>　　首先、堅(jiān)持以人為本，尊重人性，樹立并貫徹“以員工為中心”的管理觀念。</p><p>　　“以人為本，尊重人性”作為現(xiàn)代管理理念，強(qiáng)調(diào)把管理的最終目的——提高企業(yè)經(jīng)濟(jì)效益放在人的背后，管理行為不再是冰冷冷的命令型、強(qiáng)制型。而是貫徹著激勵(lì)、信任、關(guān)心、情感，體現(xiàn)著管理者對(duì)人性的高度理解和重視，管理者不能把員工視為單純的“經(jīng)濟(jì)人”，以滿足其生存需要和物質(zhì)利益作為管理契機(jī)，而是要注重員工的尊重，自我實(shí)

79、現(xiàn)等高層次精神需求，以提供創(chuàng)造性的工作，鼓勵(lì)個(gè)性的發(fā)揮來調(diào)動(dòng)員工的積極性，在平等的引導(dǎo)和交流中，建立起企業(yè)的經(jīng)營(yíng)理念；將外部控制轉(zhuǎn)化為自我控制，使每個(gè)員工自發(fā)地形成對(duì)企業(yè)的忠誠(chéng)感和責(zé)任感，進(jìn)而使員工的個(gè)人價(jià)值實(shí)現(xiàn)和企業(yè)的生存發(fā)展歸為一途，如果企業(yè)不懂得以人為本，對(duì)人性缺乏基本的了解和尊重，忽視了人才的個(gè)人價(jià)值，使員工實(shí)現(xiàn)個(gè)人價(jià)值的需求長(zhǎng)期得不到滿足甚至壓抑，就無法留住最好的人才，企業(yè)也將因此失去競(jìng)爭(zhēng)力。為此，必須做到以下幾點(diǎn)：</

80、p><p>　　經(jīng)常開展員工調(diào)查，盡可能了解員工所關(guān)心的事，尤其是與其工作相關(guān)的事，以贏得員工的支持和忠誠(chéng)，并可引導(dǎo)員工的創(chuàng)新精神，吸引并留住員工，企業(yè)應(yīng)致力于收集以下員工所期望的信息：工作中的公平性；組織學(xué)習(xí)；溝通；靈活性和關(guān)心度；顧客中心；信任和授權(quán)；管理的有效性；工作滿意程度，被支持的充分性，被安置角色的合適性，是否感覺到有價(jià)值。</p><p>　　著力于員工報(bào)酬、福利、工作條件的改善

81、以及靈活、便利性的優(yōu)惠安排。企業(yè)應(yīng)隨著時(shí)代的變化，除了注重傳統(tǒng)意義上的員工報(bào)酬、福利和工作條件的改善以外，還可以實(shí)施其他的優(yōu)惠措施，如提供日托；在職大學(xué)學(xué)習(xí)；學(xué)費(fèi)補(bǔ)助；縮短夏季工作時(shí)間；實(shí)施員工股票期權(quán)計(jì)劃；設(shè)置遠(yuǎn)程辦公崗位等等。</p><p>　　其次、實(shí)施全面薪酬戰(zhàn)略，給員工以充分的激勵(lì)。</p><p>　　所謂“全面薪酬戰(zhàn)略”，即公司將支付給員工的薪酬分為“外在”和“內(nèi)在”的兩大

82、類，兩者的結(jié)合即為“全面薪酬”，“外在的薪酬”主要指為員工提供可量化的貨幣性價(jià)值，比如，基本工資獎(jiǎng)金、股票期權(quán)、退休金、醫(yī)療保險(xiǎn)等等，“內(nèi)在的薪酬”則是指那些給員工提供的不能以量化的貨幣形式表現(xiàn)的各種貨幣價(jià)值。比如，對(duì)工作的滿意度，為完成工作而提供個(gè)人便利工具，培訓(xùn)的機(jī)會(huì)，吸引人的公司文化，良好的人際關(guān)系，相互配合的工作環(huán)境，以及公司對(duì)個(gè)人的表彰、謝意等，外在的薪酬和內(nèi)在的薪酬各自具有不同的激勵(lì)功能。它們互相聯(lián)系，互為補(bǔ)充，構(gòu)成完整的薪

83、酬體系，實(shí)踐證明，由于員工對(duì)企業(yè)的期望和需求是全面的，其中既包括物質(zhì)需求，又包括精神需求，因而實(shí)施“全面薪酬”戰(zhàn)略，是員工激勵(lì)的有效模式。</p><p>　　第三、獎(jiǎng)勵(lì)應(yīng)公平、公正、杜絕獎(jiǎng)勵(lì)“大鍋飯”</p><p>　　公平公正是激勵(lì)一個(gè)基本原則。如果不公平公正，獎(jiǎng)不當(dāng)獎(jiǎng)，罰不當(dāng)罰，不僅收不到預(yù)期的效果，反而會(huì)造成許多消極后果，要鐵面無私，不論親疏，不分遠(yuǎn)近，一視同仁，以促進(jìn)員工的積極

84、性沿著好的方向良性循環(huán)，就像美國(guó)管理學(xué)界提出的獎(jiǎng)勵(lì)準(zhǔn)則那樣。只有這樣做，才能增強(qiáng)企業(yè)的凝聚力和向心力。同時(shí)，獎(jiǎng)勵(lì)分明是從古至今人們所信奉的基本管理原則。如果把獎(jiǎng)金當(dāng)成實(shí)際上的附加工資，當(dāng)成是與個(gè)人表現(xiàn)無關(guān)的報(bào)酬，員工就覺得這是他們應(yīng)得的，而不是努力的結(jié)果，這樣就不能激人上進(jìn)。因此，聰明的管理者應(yīng)盡一切可能把報(bào)酬和績(jī)效表彰結(jié)合起來，把它與對(duì)事業(yè)的忠誠(chéng)，對(duì)事業(yè)的奉獻(xiàn)緊密結(jié)合起來，實(shí)際上，員工內(nèi)心最不平衡的事是，自己干得好，有奉獻(xiàn)，卻與不干活

85、的人待遇一樣。這也常是員工與領(lǐng)導(dǎo)不滿意的原因，要把公司獎(jiǎng)勵(lì)行為與員工利益掛鉤，保障個(gè)人創(chuàng)造價(jià)值越高，其收益越大，并通過獎(jiǎng)勵(lì)創(chuàng)造公平的競(jìng)爭(zhēng)環(huán)境，增加成績(jī)的可比性，促進(jìn)群體向上。</p><p>　　綜上所述，企業(yè)在使用激勵(lì)管理時(shí)，應(yīng)以人為本，注重和強(qiáng)化企業(yè)內(nèi)部精神極力資源的挖掘和開發(fā)，提高職工報(bào)酬當(dāng)中非物質(zhì)報(bào)酬的程度，在判定和落實(shí)各項(xiàng)政策和規(guī)章制度的工作中，力求體現(xiàn)公平和公正性原則。不宜盲目地助長(zhǎng)員工預(yù)期目標(biāo)收益不