外文翻譯--如何成功引導(dǎo)新員工入職

1、<p><b>　　中文3939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 How to orient employees into new positions successfully </p><p>

2、;　　外文出處 Management Research News，2001（24）：P44-48 </p><p>　　外文作者 Valerie D. Davis, Brian H. Kleiner </p><p><

3、;b>　　原文：</b></p><p>　　How to Orient Employees into New Positions Successfully</p><p>　　Valerie D. Davis, Brian H. Kleiner</p><p>　　Among the primary objectives of every bus

4、iness enterprise, deriving greater productivity per employee and reducing the rate of turnover is always present. Businesses spend billions on benefits, engage in plant and office beautification, and indulge in a myriad

5、of other activities intended to attract and retain good workers. Yet management seldom takes advantage of one of the most effective devices ever created for holding on to employees: a well-thought-out employee orientatio

6、n programmed.</p><p>　　Orientation is the process of familiarizing employees with whatever is necessary for them to feel at home and understand and perform their new duties efficiently. To put it another way

7、, it is the beginning of a fusion process leading to the integration of company and employee goals and needs. Without this sense of commonality, employee productivity, performance and morale will suffer (St.John,1980). T

8、herefore, it is desirable to study the orientation policy with respect to employees.</p><p>　　The purpose of the present work is to establish the appropriate orientation programmers to orient employees into

9、new positions successfully based on existing studies. The scope, type, and key considerations of orientation required for establishing the appropriate orientation programmed is presented.</p><p>　　The Scope

10、of Orientation</p><p>　　In our highly sophisticated society, the old saying about “a happy worker being a good worker” means that a better-informed employee will become a highly tangible company asset. A sou

11、nd orientation programmed provides a coalescing force for the modern corporation and more opportunities to access to a new environment for employees. The range of activities and courses which are offered by corporations

12、for their employees to improve familiarization with and adaptation to a situation or environment </p><p>　　General Orientation</p><p>　　Matters of general orientation should be relevant to all e

13、mployees and include some typical information (St.John,1980). First, introduction to the company is a matter of who the company is, where it has been, and where it is going. The key is to make the new employee feel good

14、about the company, begin to instill the pride of belonging, being a part of the company. Second, an important policy review must include standards of conduct, performance standards, the introductory period of employment,

15、 d</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

16、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

17、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

18、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

19、’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

20、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

21、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

22、>　　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

23、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

24、 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

25、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

26、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

27、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

28、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

29、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

30、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

31、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

32、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

33、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

34、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

35、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

36、te match between job demands and programmed content (Penzer,1973).</p><p>　　Key Considerations of Orientation</p><p>　　To achieve maximum pay-back, employee orientation should be viewed as an in

37、itial and crucial step in the continuing management-employee dialogue. As such, this effort requires a commitment of energies to those now aimed at outside audiences, from legislators to the general public. The responsib

38、ility for initiating and maintaining a good management-employee communications system rests squarely on the manager (Lublin, 1978). In general, he/she should be candid when discussing issues in the company</p><

39、;p>　　There are as many variations in between as there are companies. In addition to easing an employee’s uncertainties and anxieties about a new job and a new work environment, a well planned, ongoing orientation prog

40、rammed can create a favorable attitude toward the organization, provide opportunity for feedback and help to avoid some of the factors which generate turnover, misunderstandings and grievances. The following five primary

41、 considerations can help you measure orientation practices and provi</p><p>　　Orientation Policy and Skills</p><p>　　Representatives of management and employees alike should jointly propose poli

42、cy 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. Achieveme

43、nt 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

44、>　　General and Specific Accountability</p><p>　　Since there are two levels of orientation, company and departmental, responsibility for orientation must be shared by the personnel department and the emplo

45、yee’s immediate supervisor (St.John,1980). However, the personnel department should have the overall responsibility for programmed planning and follow-up. Specific responsibilities must be spelled out for both levels in

46、order to avoid duplication, omission and general confusion. Therefore, the personnel department’s share of orientation would</p><p>　　Session Timing and Duration</p><p>　　A problem common to mos

47、t orientation programmed is the tendency to overwhelm the new employee with too much information to remember. This problem may be the result of two different causes. First, it may be the result of covering too much infor

48、mation in one particular session (Alexander,1969). The natural result of the inability to absorb all of it is a disinclination to absorb any of it. Therefore, it is important to avoid jamming all orientation, especially

49、detailed information, into one long s</p><p>　　Involvement and Interest</p><p>　　Involvement in a subject is partially related to a person’s degree of personal involvement (Alexander,1969). It i

50、s necessary for the new employee to become involved 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 a

51、nd remember the main points better. The commonly used 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>&l

52、t;/p><p>　　The orientation process does not 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 met

53、hod does not necessarily insure that the main ideas 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 me

54、ssage has been received correctly. Follow-up is necessary to determine the level </p><p><b>　　譯文：</b></p><p>　　如何成功引導(dǎo)新員工入職</p><p>　　瓦來(lái)瑞D.戴維斯,布萊恩H.克萊納</p><p>

55、;　　在每個(gè)企業(yè)中，增加人均產(chǎn)值和減少員工流動(dòng)率一直都是其首要目標(biāo)。企業(yè)在美化辦公室環(huán)境以及其他一系列能吸引并留住優(yōu)秀員工的活動(dòng)中往往花費(fèi)了成千上萬(wàn)元，以此去創(chuàng)造更多的利潤(rùn)。然而，管理者卻不會(huì)利用最有效的方法，即經(jīng)過(guò)深思熟慮的員工培訓(xùn)方案去留住所需的員工。</p><p>　　員工培訓(xùn)是一個(gè)使員工熟悉環(huán)境，有效的理解并履行他們的職責(zé)以及讓員工對(duì)企業(yè)產(chǎn)生歸屬感的過(guò)程。換言之，這是一個(gè)融合的開(kāi)始，它整合了公司和員工的

56、目標(biāo)和需求。沒(méi)有這些共同的目標(biāo)，員工產(chǎn)能，公司業(yè)績(jī)和士氣將會(huì)受到影響（圣約翰，1980） 。所以，對(duì)員工的培訓(xùn)方案進(jìn)行研究是非常必要的。</p><p>　　本文的目的是在現(xiàn)有的基礎(chǔ)上建立合適的員工培訓(xùn)方案，主要包括培訓(xùn)的范圍，類型，以及建立合適員工培訓(xùn)方案所需的注意事項(xiàng)等，以此來(lái)成功地引導(dǎo)員工入職。</p><p><b>　　員工培訓(xùn)的范圍</b></p&g

57、t;<p>　　在我們這個(gè)不斷發(fā)展進(jìn)步的社會(huì)中，員工培訓(xùn)的范圍十分廣泛。俗話說(shuō)，快樂(lè)的員工能成為優(yōu)秀的員工，意思是更有價(jià)值的員工是一個(gè)公司的有形資產(chǎn)。一個(gè)好的新員工入職培訓(xùn)方案能為企業(yè)提供一種強(qiáng)有力的推動(dòng)力量，也為員工提供了一個(gè)接觸新環(huán)境的機(jī)會(huì)。培訓(xùn)的活動(dòng)和課程的范圍十分廣泛，不論什么樣的公司，員工培訓(xùn)都可以被分為兩種。</p><p><b>　　總體的員工培訓(xùn)方案</b>&

58、lt;/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，

59、這和他們的工資結(jié)構(gòu)有一定的關(guān)系(史密斯,1984)。</p><p><b>　　具體的員工培訓(xùn)方案</b></p><p>　　首先，具體的員工培訓(xùn)方案要和新員工所到的部門以及從事的工作崗位的獨(dú)特性相一致（圣約翰，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

60、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、部門以及工作的重要信息的范圍標(biāo)準(zhǔn)都是必要的。&

61、lt;/p><p><b>　　員工培訓(xùn)的類型</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

62、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，這些都可以作為話題的材料。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)。這些話題只是員工培訓(xùn)的一

63、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)。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

64、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

65、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)滿足員工對(duì)這部分交流的要求。主題可以包括他目前工作的職責(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)公司和部門的了解比較少。而且，經(jīng)理應(yīng)該要求同事為新

66、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。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

67、。</p><p>　　一個(gè)關(guān)于銷售人員的培訓(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)。</p><p>　　員工培訓(xùn)的關(guān)鍵注意事項(xiàng)</p><p>　　為了使培訓(xùn)收益最大化，員工的入職培訓(xùn)應(yīng)被當(dāng)作是對(duì)員

68、工持續(xù)進(jìn)行管理的第一步，也是關(guān)鍵的一步。同樣地，這種影響需要對(duì)外界有一個(gè)承諾，不管是對(duì)立法者還是公眾都是需要的。經(jīng)理直接承擔(dān)開(kāi)展和維持一個(gè)好的員工管理溝通系統(tǒng)的責(zé)任(盧布里內(nèi)爾, 1978)?？偟膩?lái)說(shuō)，當(dāng)談到公司的事情時(shí)，他應(yīng)該坦白，對(duì)員工的實(shí)際情況應(yīng)該細(xì)心。但是關(guān)于員工培訓(xùn)的具體方法可以是多種多樣的。</p><p>　　不同的公司有不同的培訓(xùn)方法。一個(gè)計(jì)劃性強(qiáng)、不間斷的員工入職培訓(xùn)方案除了可以緩解新員工的不確

69、定性以及對(duì)新工作新環(huán)境的焦慮外，還可以創(chuàng)造員工對(duì)公司的好印象，提供一些反饋信息，避免員工的離職與流失等。以下五個(gè)基本注意事項(xiàng)可以幫助你衡量員工入職培訓(xùn)的效果，為實(shí)施過(guò)程中任何可能發(fā)生的情況提供一些指導(dǎo)。</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

70、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

71、培訓(xùn)的人力資源管理部門的工作者也應(yīng)該接受相關(guān)的培訓(xùn)（圣約翰，1980）。</p><p><b>　　總體責(zé)任和具體責(zé)任</b></p><p>　　正因?yàn)橛泄疽约安块T這兩個(gè)層次的劃分，對(duì)于員工職責(zé)的說(shuō)明必須由人力資源管理部門和員工的直屬主管共同來(lái)承擔(dān)（圣約翰，1980）。然而, 人力資源管理部門應(yīng)對(duì)培訓(xùn)的程序策劃以及后續(xù)的跟蹤反饋負(fù)全部責(zé)任。特定的職責(zé)說(shuō)明必須用來(lái)

72、反應(yīng)這兩個(gè)層次,以免造成重復(fù)、省略和總體的混亂。因此,人力資源管理部門所承擔(dān)的關(guān)于職位說(shuō)明的責(zé)任應(yīng)該包含如下內(nèi)容：公司歷史、主要產(chǎn)品及相應(yīng)業(yè)務(wù),員工服務(wù)等。職位說(shuō)明應(yīng)該變得更加有技術(shù)性,新員工的直屬主管有責(zé)任告訴新員工部門的管理界限劃分、員工的工作場(chǎng)所以及工作職責(zé)等,同樣它應(yīng)該包括上下級(jí)的報(bào)告關(guān)系,該職位如何涉及到其他工作,關(guān)鍵政策以及一些操作程序的預(yù)期結(jié)果,因?yàn)檫@些會(huì)涉及到具體的工作,包括工作時(shí)間、著裝要求、安全事項(xiàng),預(yù)期的在職行為。

73、</p><p><b>　　會(huì)議時(shí)間和持續(xù)時(shí)間</b></p><p>　　在員工培訓(xùn)的過(guò)程中，最常見(jiàn)的問(wèn)題就是將新員工埋沒(méi)在太多需要記憶的信息中。這個(gè)問(wèn)題可能是造成兩種不同培訓(xùn)效果的原因。它導(dǎo)致了過(guò)多的信息同時(shí)覆蓋在一個(gè)特定的部分(亞歷山大,1969)。新員工的無(wú)法吸收培訓(xùn)的信息都是源于不愿吸收。因此,一開(kāi)始就進(jìn)入長(zhǎng)長(zhǎng)的會(huì)議是沒(méi)有效果的，因?yàn)樾聠T工在會(huì)議中預(yù)計(jì)可吸

74、收、消化并且保留的部分都是有限的，所以詳細(xì)的信息交流應(yīng)注意持續(xù)的時(shí)間，以免干擾其他方向,記住這點(diǎn)非常重要。簡(jiǎn)短的會(huì)議,建議不超過(guò)兩個(gè)小時(shí)以上,尤其是對(duì)非管理層位置上的員工來(lái)說(shuō)是比較好的（圣約翰，1980）。</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

75、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

76、接適用于他。</p><p><b>　　后續(xù)行動(dòng)</b></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