外文翻譯--培養(yǎng)優(yōu)勝者有效的規(guī)劃和堅(jiān)實(shí)的目標(biāo)使培訓(xùn)有效運(yùn)轉(zhuǎn)

1、<p><b>　　中文3973字</b></p><p>　　本科畢業(yè)論文（設(shè)計(jì)）</p><p><b>　　外文翻譯</b></p><p>　　外文題目 Creating Winners </p><p>　　

2、Effective planning solid goals make training work </p><p>　　外文出處 Dealernews Vol.42 Issue 5, 2006(8): P 28 </p><p>　　外文作者 Kent R. Davies </

3、p><p><b>　　原文：</b></p><p>　　Creating Winners</p><p>　　Effective planning, solid goals make training work</p><p>　　Kent R. Davies</p><p>　　Is your

4、training program cost-effective? </p><p>　　Good management practices are crucial if you want to maximize your training dollars. </p><p>　　Whether you're polishing your team's telephone e

5、tiquette or updating yourself on the latest OSHA mandates, you and your team must share responsibility for the training's outcome. </p><p>　　Set goals.</p><p>　　It's common for people to

6、 expend time and expense to attend out-of-town training sessions with only a vague idea of why they're going. To make training sessions worthwhile, you and/or your staff must first formulate specific goals. Clearly d

7、efining and listing goals, like mastering a sophisticated customer relations software program, tells employees that you're serious about them achieving specific objectives.</p><p>　　Pick a program. </

8、p><p>　　Don't robotically purchase training programs based on nothing more than fancy brochures or an acquaintance's recommendation. Investigate whether the training is relevant to your specific needs.

9、</p><p>　　Ask specific questions to gauge the trainer's practical experience in the power sports industry. Get details about a trainer's proven expertise in merchandise presentation, and get the trai

10、ning curriculum's outline. If you're still unclear, seek further clarification beforehand from the trainer. Don't hesitate to ask for references, preferably from others who have recently completed the trainin

11、g.</p><p>　　Specific Orientation</p><p>　　First of all, the topics of specific orientation are unique to the employee’s new department and job (St.John,1980). The objective is to provide for a s

12、mooth transition into the new job in a way that maintains motivation and gets the new employee into production as soon as possible. Orientation should not be an obstacle to productivity and motivation, but be prepared an

13、d ready to get the employee immediately involved in the work flow. Secondly, introduction to the fellow workers and facilities i</p><p>　　The scope of these two programmed should also be adapted to the new e

14、mployee’s job responsibilities, training and past experience in comparable positions. Conversely, some standard coverage of key information about the company, the department and the job is desirable from both the company

15、’s and the employee’s standpoint.</p><p>　　The Type of Orientation</p><p>　　Formal Orientation</p><p>　　Formal orientation is a programmed which is planned and officially conducted

16、by the company at set times (St.John,1980). Usually this programmed takes place after the first day and before the end of the first week of employment. The programmed itself should be composed of new employees who are he

17、terogeneous with regard to occupation and homogenous with regard to level. And, the programmed should be led by someone who is very knowledgeable about the organization, personable, a clear communicator,</p><p

18、>　　Topics presented during the orientation should be direct and to the point (Penzer,1973). A brief overview, some detailed reading materials, and one or two names of people that can be contacted for specific informat

19、ion can be provided. The main focus should be on showing the new hire where he/she fits into the company, and each should be given an organization chart with his/her job shown in red (Penzer,1973). An orientation of this

20、 kind is only part of the process by which employees begin to adju</p><p>　　In many cases this process may well start before the employee first sets foot in the company. Still, the most important period in e

21、stablishing job understanding and satisfaction is the pre-duty phase of formal orientation period and that immediately following (LaMotte, 1974). This is the time when the employee has anxieties and questions about his/h

22、er work and his/her new environment. This is the time when attitudes of acceptance and enthusiasm must be created, and when the employee must demonst</p><p>　　Informal Orientation</p><p>　　At th

23、e completion of the formal orientation meeting, the new hire is sent to his work station. From this point, informal orientation begins. Informal orientation is a continuing programmed which is unplanned and unofficially

24、conducted by fellow workers (St.John,1980). After hiring and orientation, other facets of the personnel relations programmed come into play. In a real sense the orientation process continues throughout the employee’s wor

25、king history at his/her company, concluding only at ret</p><p>　　Most new hires do not want to create the impression of appearing dumb, do want and need to know their role in the company, and do need to be a

26、ble to achieve their own career objectives, so the manager should have a general plan to guide the course of discussion. Some topics include the duties of those in his/her immediate work area, the duties and responsibili

27、ties of the new hire, and the areas in which further training might be needed and a tentative plan to accomplish it. During this discussio</p><p>　　Formal assignment of someone to go to for help can provide

28、the new hire with direct support until he/she develops his/her own peer relationships. If handled properly, this can also have a positive effect on the fellow worker who has an opportunity to demonstrate his/her skills a

29、nd knowledge in a helpful and personally rewarding way. Most associates, including the supervisor, cannot break away from their responsibilities long enough to provide a meaningful orientation. The resourceful fellow wor

30、k</p><p>　　A certain finding from the marketing-training study shows that while employees were very positive about the quality of formal training, they indicated it failed to cover subject matter that was ne

31、cessary to accomplish their jobs. This suggests that an orientation programmed must be developed in conjunction with comprehensive job analysis and that periodic feedback from participants must be sought to ensure adequa

32、te match between job demands and programmed content (Penzer,1973).</p><p>　　Orientation Policy and Skills</p><p>　　Representatives of management and employees alike should jointly propose policy

33、 for all significant aspects of the orientation programmed (St. John,1980). This proposed policy must then be reviewed and officially adopted by top management, before being shared with all company employees. Achievement

34、 of company goals will be furthered if one or more representatives of top management appear at formal orientation sessions and talk about company philosophy and expectations. These statements should sp</p><p&g

35、t;　　Consider other resources. </p><p>　　Search for efficient and cost-effective alternatives. Before sending in your registration and purchasing your airline tickets, determine whether you and/or your staff

36、can gain this knowledge or skill more efficiently by studying some excellent how-to books — possibly the same ones the trainer relies on. </p><p>　　Get to know your employees better. You might learn that som

37、e already have required skills that they'd be glad to share with the team. And don't forget to check out your community college or chamber of commerce as a cost-effective training resource.</p><p>　　

38、Prepare to contribute.</p><p>　　During training be sure that you and your team members check off each objective as it's covered. If you feel lost during a session, your colleagues are probably just as co

39、nfused. Never hesitate to discuss your consternation with your trainer .If the trainer is good, your questions will be enthusiastically received. After all, trainers can't afford frustrated clients.</p><p&

40、gt;　　Successful trainers know there's no monopoly on knowledge and experience. It's estimated that participants pick up more than 50 percent of what they learn from discussions with their peers and by listening c

41、arefully to questions and comments. Keep an open mind during group discussions.</p><p>　　Share the knowledge. </p><p>　　Have trainees debrief you and their colleagues upon their return so everyo

42、ne benefits. This also helps you determine specifically what they've learned. It also encourages them to organize their thoughts if they know they're going to be making a presentation.</p><p>　　Don&#

43、39;t let employees just file their notes. While the information's still fresh in their heads have them develop a plan to utilize their new skills. Have them write a summary report and route it to others. Start a lend

44、ing library with the learning materials acquired during training sessions. These resources can be especially valuable for new staff or when a promoted employee requires additional skills.</p><p>　　Lifetime d

45、edication. </p><p>　　The need for training is critical to your own competence, your team's skills and your shop's continued success. </p><p>　　Remaining competitive requires a psychologi

46、cal commitment toward acquiring more knowledge. Let your staff know that your investment in their training is designed to ensure both their professional success and your shop's enduring competitiveness.</p>&l

47、t;p>　　Involvement and Interest</p><p>　　Involvement in a subject is partially related to a person’s degree of personal involvement (Alexander,1969). It is necessary for the new employee to become involved

48、 in the matter being taught him/her, if it is to have any real or lasting value. If the employee’s interest can be increased, he/she will probably pay closer attention and remember the main points better. The commonly us

49、ed lecture method falls far short in creating interest. The employee is not involved in the learning process and oft</p><p><b>　　Follow-up</b></p><p>　　The orientation process does n

50、ot end once the information has been presented to the employee. In many programmed, communication between the new employee and the instructor is lacking. The lecture method does not necessarily insure that the main ideas

51、 have got across. Two-way communication is needed to insure mutual understanding (Alexander,1969). The instructor needs feedback from the employee to be sure that the message has been received correctly. Follow-up is nec

52、essary to determine the level </p><p><b>　　譯文：</b></p><p>　　培養(yǎng)優(yōu)勝者:有效的規(guī)劃和堅(jiān)實(shí)的目標(biāo)使培訓(xùn)有效運(yùn)轉(zhuǎn)</p><p><b>　　肯特.R.戴維斯</b></p><p>　　你們的培訓(xùn)計(jì)劃是否具有成本效益？</p>

53、;<p>　　如果你想最大限度地提高培訓(xùn)效益，那么良好的管理措施是至關(guān)重要的。</p><p>　　無(wú)論是在培養(yǎng)員工接電話(huà)的禮儀還是幫助員工更新關(guān)于職業(yè)安全與衛(wèi)生條例的知識(shí)，你和你的員工必須共同承擔(dān)培訓(xùn)后果的責(zé)任。</p><p><b>　　確定目標(biāo)。</b></p><p>　　人們普遍存在的一個(gè)問(wèn)題就是花費(fèi)大量的時(shí)間和金錢(qián)去

54、參加一個(gè)外部的培訓(xùn)會(huì)議，而這個(gè)培訓(xùn)會(huì)議對(duì)參加培訓(xùn)的人來(lái)說(shuō)甚至只有一個(gè)十分模糊的目標(biāo)。為了使培訓(xùn)會(huì)議有效，你和（或者）你的員工必須先制定明確具體并且可行的目標(biāo)。明確界定目標(biāo)并將一條一條它羅列出來(lái)，例如一項(xiàng)培訓(xùn)，其目標(biāo)是：掌握好多變的客戶(hù)關(guān)系。并且你要告訴你的員工，你非?？粗厮麄兪欠衲芡瓿蛇@個(gè)特定的目標(biāo)。</p><p><b>　　選擇培訓(xùn)計(jì)劃。</b></p><p>

55、;　　不要毫無(wú)根據(jù)地決定培訓(xùn)計(jì)劃或者是選擇培訓(xùn)機(jī)構(gòu)。管理者也不能僅僅是根據(jù)個(gè)人愛(ài)好來(lái)決定，更加錯(cuò)誤的是熟人向你推薦了一個(gè)他覺(jué)得好的培訓(xùn)機(jī)構(gòu)，你就毫不猶豫地聽(tīng)從了他的建議。在做決定前，應(yīng)事先調(diào)查好這個(gè)培訓(xùn)計(jì)劃（機(jī)構(gòu)）是否符合你的特定需求。</p><p>　　通過(guò)詢(xún)問(wèn)具體的問(wèn)題來(lái)評(píng)估選擇的培訓(xùn)師在培訓(xùn)行業(yè)中是否具有實(shí)際經(jīng)驗(yàn)和能力。盡量得到關(guān)于培訓(xùn)師的詳細(xì)專(zhuān)業(yè)意見(jiàn)和他所設(shè)置的培訓(xùn)課程的計(jì)劃大綱。如果你還有什么不清楚的

56、，一定要在培訓(xùn)課程開(kāi)始之前向培訓(xùn)師進(jìn)一步請(qǐng)教。不要猶豫向別人咨詢(xún)有關(guān)培訓(xùn)師的專(zhuān)業(yè)能力方面的問(wèn)題，最好是那些最近剛完成培訓(xùn)的人。</p><p>　　總體的員工培訓(xùn)方案。</p><p>　　總體的員工培訓(xùn)方案應(yīng)包含一些特有的信息，它是和公司所有的員工有關(guān)的（圣約翰，1980）。首先，培訓(xùn)內(nèi)容應(yīng)包含公司簡(jiǎn)介，它可以說(shuō)明公司的基本情況、現(xiàn)狀以及未來(lái)的發(fā)展前景。目的是讓新員工對(duì)公司有個(gè)好印象，逐

57、步灌輸他們對(duì)公司的歸屬感，并促使他們以公司為榮。其次，一份包括行為準(zhǔn)則、業(yè)績(jī)標(biāo)準(zhǔn)、工作時(shí)間、懲罰制度，安全等內(nèi)容的公司章程也是非常必要的。第三，關(guān)于福利的介紹也很重要，員工一般都很關(guān)注福利信息，這和他們的工資結(jié)構(gòu)有一定的關(guān)系(史密斯,1984)。</p><p>　　具體的員工培訓(xùn)方案。</p><p>　　首先，具體的員工培訓(xùn)方案要和新員工所到的部門(mén)以及從事的工作崗位的獨(dú)特性相一致（圣約

58、翰，1980）。培訓(xùn)的目標(biāo)是為員工提供一個(gè)接手新工作的平穩(wěn)過(guò)渡的階段，培訓(xùn)可以保持員工的積極性，促使新員工更快地創(chuàng)造價(jià)值。員工培訓(xùn)不應(yīng)成為提高生產(chǎn)力和員工積極性的阻礙，我們應(yīng)做好使員工能快速進(jìn)入生產(chǎn)流程的準(zhǔn)備。其次，對(duì)同事和企業(yè)的相關(guān)情況介紹是員工培訓(xùn)中最重要的內(nèi)容之一。在培訓(xùn)時(shí)進(jìn)行相關(guān)介紹，并為新員工提供特定的指導(dǎo)人員以幫助他們更輕松地適應(yīng)新的工作環(huán)境(史密斯,1984)。</p><p>　　這兩個(gè)方案的內(nèi)容

59、都應(yīng)包括新員工的工作職責(zé)、相關(guān)介紹以及必要的經(jīng)驗(yàn)等。相反地，從公司和員工的角度來(lái)說(shuō)，一些重要信息，比如關(guān)于公司、部門(mén)以及工作的重要信息的范圍標(biāo)準(zhǔn)都是必要的。</p><p><b>　　員工培訓(xùn)的類(lèi)型。</b></p><p><b>　　正式的員工培訓(xùn)</b></p><p>　　正式的員工培訓(xùn)是指公司在固定的時(shí)間以正式

60、的形成進(jìn)行的一種有計(jì)劃性的培訓(xùn)（圣約翰，1980）。這常發(fā)生在招聘后的一周內(nèi)，參加這個(gè)培訓(xùn)的新員工的能力程度近似，但所從事的工作不同。并且，培訓(xùn)的開(kāi)展需要有能力的人來(lái)主導(dǎo)，這個(gè)人必須具有較強(qiáng)的組織能力和溝通技巧，因?yàn)橛心芰Φ娜藭?huì)讓新員工有一種受歡迎的感覺(jué)。</p><p>　　在員工培訓(xùn)中所提出的話(huà)題需直接并且切合主題(潘澤爾,1973)。一個(gè)簡(jiǎn)要的回顧，一些具體的閱讀資料，一兩個(gè)相關(guān)的人名，這些都可以作為話(huà)題的

61、材料。而培訓(xùn)主要的焦點(diǎn)應(yīng)集中于告訴這些新員工，他哪里適合這個(gè)公司，給他看公司的組織架構(gòu)，并用紅色標(biāo)出他的職位是哪里(潘澤爾,1973)。這些話(huà)題只是員工培訓(xùn)的一部分，經(jīng)過(guò)培訓(xùn)，員工會(huì)開(kāi)始逐步適應(yīng)這種組織架構(gòu)和工作環(huán)境。</p><p>　　在許多情況下，這個(gè)方案很有可能會(huì)在員工第一次踏入這個(gè)公司開(kāi)始。建立對(duì)工作的理解和滿(mǎn)意度的最重要的時(shí)間是正式的員工培訓(xùn)之前，緊跟著就是實(shí)行正式的員工培訓(xùn)方案(拉莫提, 1974)

62、。在培訓(xùn)階段，大多數(shù)員工對(duì)自己的工作和環(huán)境存在一定的疑慮，培訓(xùn)的開(kāi)展可以使員工更熱情地去接納公司，員工也可以借此機(jī)會(huì)表明自己的態(tài)度，使自己的想法和公司的觀念及行為準(zhǔn)則相一致。</p><p><b>　　非正式的員工培訓(xùn)</b></p><p>　　正式的員工培訓(xùn)完成后，新員工會(huì)被送到相應(yīng)的工作崗位上去。從這起，非正式的員工培訓(xùn)就開(kāi)始了。非正式的員工培訓(xùn)是一個(gè)持續(xù)進(jìn)行

63、的過(guò)程，它沒(méi)有計(jì)劃性，由同事幫助等非正式形式組成（圣約翰，1980）。在員工的招聘與培訓(xùn)之后，人力資源管理的其他模塊開(kāi)始起作用。事實(shí)上，對(duì)員工的培訓(xùn)在員工的工作生涯中一直存在，只有在員工退休或者結(jié)束職業(yè)生涯時(shí)，它才會(huì)結(jié)束。</p><p>　　大多數(shù)新員工不想留給別人一種很呆板的印象，他們想知道自己在公司的角色，想達(dá)到自己的職業(yè)目標(biāo)，所以經(jīng)理需要制定一個(gè)培訓(xùn)計(jì)劃來(lái)滿(mǎn)足員工對(duì)這部分交流的要求。主題可以包括他目前工作

64、的職責(zé)，新工作的職責(zé)，需要進(jìn)一步訓(xùn)練才能完成的工作等。在這個(gè)討論中，經(jīng)理必須記得要站在新員工的角度，因?yàn)樗麄儗?duì)公司和部門(mén)的了解比較少。而且，經(jīng)理應(yīng)該要求同事為新進(jìn)的員工提供與工作有關(guān)的信息 (潘澤爾,1973)。</p><p>　　正式地指定某個(gè)人，讓新員工向他尋求幫助，可以讓新員工在需要時(shí)得到直接的指導(dǎo)，直到他們有了自己的認(rèn)識(shí)。如果處理得當(dāng)，這也能讓那個(gè)幫助別人的同事得到一個(gè)展示自己能力的機(jī)會(huì)，既利人又利己。

65、大多數(shù)公司同事，包括主管，不能脫離他們的工作職責(zé)去給新員工提供一個(gè)有意義的培訓(xùn)。機(jī)智的同事會(huì)幫助新人克服心理障礙，更好地適應(yīng)他的工作，并且?guī)椭麄兣c同事友好相處。</p><p>　　一個(gè)關(guān)于銷(xiāo)售人員的培訓(xùn)的研究表明，當(dāng)員工對(duì)正式的培訓(xùn)質(zhì)量很有信心時(shí)，說(shuō)明他們并沒(méi)有完成他們應(yīng)有的工作。這說(shuō)明員工的培訓(xùn)計(jì)劃必須和工作分析一起進(jìn)行，對(duì)參與者階段性的反饋可以確保工作需求和培訓(xùn)計(jì)劃的內(nèi)容保持一致(潘澤爾,1973)。&l

66、t;/p><p><b>　　培訓(xùn)的方法和技巧。</b></p><p>　　基層員工應(yīng)和代表管理層的員工一起，共同對(duì)員工的入職培訓(xùn)方案中的幾個(gè)重要方面提出相應(yīng)的對(duì)策（圣約翰，1980）。在公布之前，這個(gè)方案必須經(jīng)過(guò)上層管理者的正式審查并采納。如果在新員工培訓(xùn)活動(dòng)中出現(xiàn)越來(lái)越多的高層管理者，他們談?wù)摴镜睦砟詈桶l(fā)展，那么這將更好地促進(jìn)公司目標(biāo)的達(dá)成。員工對(duì)管理層的期待和公

67、司對(duì)員工的期待都可以在這些報(bào)告中反映出來(lái)。他們也可以在重要位置上放上員工手冊(cè)、定位文件等，這些官方政策可以強(qiáng)化培訓(xùn)的效果。所有人力資源管理部門(mén)的職員以及主管也應(yīng)該積極參與促進(jìn)組織進(jìn)一步發(fā)展的相關(guān)培訓(xùn)事務(wù)中。當(dāng)一批新員工被錄用后，這些開(kāi)展培訓(xùn)的人力資源管理部門(mén)的工作者也應(yīng)該接受相關(guān)的培訓(xùn)（圣約翰，1980）。</p><p><b>　　考慮其他資源。</b></p><p

68、>　　尋找低成本并且高效的可以替代培訓(xùn)的資源。在你注冊(cè)報(bào)名和繳費(fèi)前，先確定你和（或者）你的員工是否可以通過(guò)學(xué)習(xí)一些優(yōu)秀的書(shū)籍來(lái)更有效地掌握培訓(xùn)師所傳授的知識(shí)和技能。</p><p>　　盡可能更好地去了解你的員工。你可能得到意外的培訓(xùn)資源：一些掌握了必要的工作技能的員工也許愿意將這些技能與其他員工一起分享。另外，管理者千萬(wàn)不要忘記檢查一下社區(qū)學(xué)院和公司的商會(huì)，他們也可能成為一項(xiàng)低成本的培訓(xùn)資源。</p

69、><p><b>　　隨時(shí)準(zhǔn)備貢獻(xiàn)。</b></p><p>　　在培訓(xùn)期間確保你和你的員工掌握了培訓(xùn)師要求達(dá)到的每一個(gè)目標(biāo)。如果你覺(jué)得在一項(xiàng)培訓(xùn)中遇到了困難，你的同事可能和你一樣對(duì)此感到困惑。不要猶豫是否要和你的培訓(xùn)師討論你在培訓(xùn)中遇到的困難。如果這個(gè)培訓(xùn)師足夠?qū)I(yè)，你的問(wèn)題將會(huì)受到他的熱烈歡迎。畢竟，培訓(xùn)人員有義務(wù)為受訓(xùn)者絕大困惑。</p><p&

70、gt;　　一個(gè)成功的培訓(xùn)者明白在知識(shí)和經(jīng)驗(yàn)上是沒(méi)有絕對(duì)正確的，因此，他無(wú)法阻止你在學(xué)習(xí)上提出疑問(wèn)。據(jù)估計(jì)，受訓(xùn)者通過(guò)小組討論、幫助解決他人的問(wèn)題和認(rèn)真聽(tīng)取他人意見(jiàn)可以掌握超過(guò)50％的知識(shí)。管理者應(yīng)注意：在小組討論時(shí)保持一個(gè)開(kāi)放的氛圍。</p><p><b>　　分享知識(shí)。</b></p><p>　　在受訓(xùn)者回來(lái)后，管理者應(yīng)讓他向你和同事們做一場(chǎng)培訓(xùn)報(bào)告，從而使沒(méi)有

71、去參加培訓(xùn)的員工也能從中學(xué)習(xí)得到一些知識(shí)。這樣做的另一個(gè)好處是可以幫助你測(cè)量受訓(xùn)者在培訓(xùn)中掌握的知識(shí)程度。另外，它還可以鼓勵(lì)受訓(xùn)者對(duì)學(xué)到的知識(shí)進(jìn)行組織整理。如果受訓(xùn)者知道他將要向別人做知識(shí)匯報(bào)，他們必定會(huì)對(duì)學(xué)習(xí)培訓(xùn)知識(shí)更加重視。</p><p>　　不要只是讓員工做書(shū)面報(bào)告。僅管員工可以在制定計(jì)劃，完成工作時(shí)運(yùn)用在培訓(xùn)中學(xué)到的新知識(shí)和新技術(shù)，并且這些知識(shí)在他們腦子里仍然十分清晰，作為管理者的你仍應(yīng)要求他們寫(xiě)一份過(guò)

72、程和總結(jié)報(bào)告給他人。在培訓(xùn)期間啟動(dòng)一個(gè)獲得培訓(xùn)知識(shí)的學(xué)習(xí)材料庫(kù)。這些資源可能對(duì)新進(jìn)工作人員或需要額外技能的晉升員工有特別的價(jià)值。</p><p><b>　　參與和興趣。</b></p><p>　　參與與員工個(gè)人的興趣有很大的關(guān)系(亞歷山大,1969)。如果是那種有真正的或持久價(jià)值的東西，新員工就會(huì)在培訓(xùn)中較好地接受，這些東西對(duì)新員工的培訓(xùn)來(lái)說(shuō)是很有必要的。如果員工

73、的興趣被提高了,他可能會(huì)更加密切關(guān)注并能更好的記住要點(diǎn)。常用的演講等培訓(xùn)方法現(xiàn)今已不能較好地提起員工的興趣。員工不參與到學(xué)習(xí)中就會(huì)經(jīng)常開(kāi)始想入非非。因此,授課者可能會(huì)給予一些定位,但是可能沒(méi)有人在聽(tīng)。提高員工的參與度是一門(mén)學(xué)問(wèn)，討論、互問(wèn)互答等是引導(dǎo)員工參與進(jìn)來(lái)的有效方法,而員工，他可能對(duì)公司利益與他個(gè)人關(guān)聯(lián)起來(lái)的部分較有興趣，大部分員工希望了解公司的福利如何直接適用于他。</p><p><b>　　

74、終身奉獻(xiàn)。</b></p><p>　　是否需要進(jìn)行培訓(xùn)取決于你自身的能力、你的團(tuán)隊(duì)技能和你所在公司的持續(xù)發(fā)展計(jì)劃。公司在市場(chǎng)中保持強(qiáng)勁的競(jìng)爭(zhēng)力需要員工掌握更多的新知識(shí)和技能。管理者必須要讓員工知道，你對(duì)他們培訓(xùn)的投入不僅是為了確保他們不斷成長(zhǎng)，在專(zhuān)業(yè)領(lǐng)域上有所突破，獲得成功，更重要的是為了保證公司的長(zhǎng)期競(jìng)爭(zhēng)力。</p><p><b>　　后續(xù)行動(dòng)。</b&g

75、t;</p><p>　　即使信息已經(jīng)向員工呈現(xiàn)出來(lái)，關(guān)于崗位職責(zé)定位的過(guò)程也沒(méi)有結(jié)束。在許多過(guò)程中,新員工與指導(dǎo)者之間的溝通比較缺乏。演講方法不一定能保證他們?cè)谥饕^點(diǎn)上達(dá)成共識(shí)，但雙向溝通對(duì)確保相互理解是十分必要的(亞歷山大,1969)。指導(dǎo)者需要員工的反饋,以確保此消息已經(jīng)被正確地接收。跟蹤反饋是決定理解的水平的必要方法，它是定位程序的最后部分，是成功與否的必要條件。正式的和系統(tǒng)的跟蹤對(duì)員工培訓(xùn)的初始定位是