工商管理外文翻譯---培養(yǎng)學(xué)生員工優(yōu)質(zhì)的業(yè)務(wù)

1、<p>　　培養(yǎng)學(xué)生員工優(yōu)質(zhì)的業(yè)務(wù)</p><p>　　本文參考了成功的學(xué)生員工培訓(xùn)程序的必要因素。這些因素包括錄用前的行為活動(dòng)，比如：精心編寫(xiě)工作說(shuō)明和績(jī)效措施, 圖書(shū)館的工作，具體培訓(xùn)要執(zhí)行的任務(wù), 培訓(xùn)方案的評(píng)價(jià)。</p><p>　　為什么比恩和蘭茨恩德領(lǐng)是圖書(shū)零售行業(yè)的領(lǐng)導(dǎo)人？這不僅是對(duì)產(chǎn)品的選擇和滿意保證還在任何時(shí)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(dòng)使他們變得不同。兩家公司都教育他們的員工服務(wù)質(zhì)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(shí)傳達(dá)了一個(gè)強(qiáng)有力的承諾：一切為了客戶。我們每個(gè)人都選擇零售商店，網(wǎng)絡(luò)商店，和其他基于服務(wù)質(zhì)量的行業(yè)。如果圖書(shū)館沒(méi)有提供一致的，優(yōu)質(zhì)的服務(wù)，他們的競(jìng)爭(zhēng)對(duì)手會(huì)搶走大部分的市場(chǎng)。</p><p>　　正如任何零售業(yè)務(wù)，優(yōu)質(zhì)的客戶服務(wù)對(duì)圖書(shū)館而言是很重要的。要做到這一點(diǎn)，圖書(shū)館需要特別注意培訓(xùn)那些服務(wù)功能

3、最明顯和最活躍的員工。通常在圖書(shū)館，老顧客第一個(gè)見(jiàn)到的是學(xué)生員工，通常是在流通服務(wù)臺(tái)。這些學(xué)生員工極大地促進(jìn)了圖書(shū)館形象與圖書(shū)館服務(wù)。因此，圖書(shū)館學(xué)生應(yīng)考慮應(yīng)該被認(rèn)為是圖書(shū)館的大使并向?qū)W生們介紹圖書(shū)館的規(guī)章制度。學(xué)生員工培訓(xùn)的投入決定著給客的服務(wù)質(zhì)量和圖書(shū)館給老顧客和校園顧客的印象。</p><p>　　很多時(shí)候，圖書(shū)館的學(xué)生雇員很少接受或根本沒(méi)接受過(guò)培訓(xùn)，因?yàn)樗麄児ぷ餍再|(zhì)的原因，他們很少被當(dāng)做是有價(jià)值的資源，或

4、者他們只是為更換專職人員。此外，學(xué)生監(jiān)事不愿意從其他工作中抽出時(shí)間來(lái)訓(xùn)練學(xué)生。如果不給予足夠重視的培訓(xùn)，監(jiān)事不僅僅是冒著沒(méi)有有效利用寶貴資源的風(fēng)險(xiǎn)，也造成學(xué)生，監(jiān)事，圖書(shū)館糟糕的營(yíng)運(yùn)情況。這可能成為服務(wù)不好的一個(gè)原因。</p><p>　　如果圖書(shū)館希望提高服務(wù)水平，學(xué)生監(jiān)事的首要任務(wù)就是花時(shí)間計(jì)劃和實(shí)施培訓(xùn)方案，好的培訓(xùn)會(huì)讓學(xué)生和圖書(shū)館雙方受益，圖書(shū)館獲益在于一個(gè)高效的工作者展示給公眾一個(gè)積極的形象，學(xué)生獲益于

5、有一個(gè)機(jī)會(huì)發(fā)展好人際關(guān)系和工作技能，也是為未來(lái)的工作做積累，可以基于實(shí)際的表現(xiàn)，而不是潛在來(lái)源。相較于看培訓(xùn)學(xué)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(shuō)的，這篇文章提出了一個(gè)培養(yǎng)學(xué)生雇員的概念，即可以采用各種訓(xùn)練模式來(lái)適應(yīng)每個(gè)個(gè)體機(jī)構(gòu)不同的規(guī)模和文化。</p><p><b>　　文獻(xiàn)回顧</b></p><p>　　許多關(guān)于培訓(xùn)學(xué)生員工的文章研究了很多給這

6、些員工的培訓(xùn)方法。蘇珊羅林斯和Marvin Guilfoyle從已培養(yǎng)出大批學(xué)生的機(jī)構(gòu)的經(jīng)驗(yàn)來(lái)看，他們主張電腦輔助教學(xué)?，斏M(fèi)勒和格雷戈里克勞福德認(rèn)為應(yīng)該在較小的機(jī)構(gòu)培訓(xùn)學(xué)生助理。克勞福德討論了錄像帶的使用，而費(fèi)勒研究了一個(gè)有條理的手冊(cè)在培訓(xùn)學(xué)員過(guò)程中的價(jià)值。彌敦道史密斯介紹了編程培訓(xùn)的好處，發(fā)現(xiàn)“程序教學(xué)是培養(yǎng)學(xué)生圖書(shū)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(huì)有任何的損失”。 Penny Beile主張圍繞具體的工作設(shè)計(jì)能

7、力為基礎(chǔ)的培訓(xùn)。Janice Burrows提出了培養(yǎng)那些不是主流文化的學(xué)生以及多種技術(shù)的培訓(xùn)要求的問(wèn)題。夏琳克拉克討論了為了增加承諾和挽留學(xué)生員工的培訓(xùn)、動(dòng)機(jī)、酬勞之間的相互關(guān)系?，旣惡驼淠菽逡良{格爾描述了成功的范例，就是用經(jīng)驗(yàn)豐富的學(xué)生員工作為監(jiān)督者。最后，一??個(gè)非常有用的方法是Sheila Creth的有效在職培訓(xùn)。雖然沒(méi)有明確的書(shū)面材料給學(xué)生員工，她所提供的技術(shù)和建議對(duì)培養(yǎng)圖書(shū)管理人員而言是非常有價(jià)值的。</p>

8、<p>　　與包括上述文章中的的具體學(xué)生員工的培訓(xùn)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(gè)人文化的模式來(lái)培訓(xùn)學(xué)生員工。</p><p>　　培訓(xùn)學(xué)生雇員的特殊問(wèn)題</p><p>　　有跡象表明，培訓(xùn)學(xué)生員工跟培養(yǎng)固定的全職員工有很多不同。首先，因?yàn)閷W(xué)生是兼職員工，大約四個(gè)學(xué)生員工（他們平均每周工作10小時(shí)）等于一名全職員工。這增加了培訓(xùn)的復(fù)雜性和所需的時(shí)間量。由于

9、他們的業(yè)余時(shí)間和學(xué)業(yè)，學(xué)生員工只能對(duì)他們的職業(yè)作出部分的保證。此外，他們的知識(shí)和對(duì)圖書(shū)館的認(rèn)知是非常有限的。顯然，新的學(xué)生員工有大量的時(shí)間來(lái)認(rèn)知圖書(shū)館以及他們自己的工作情況。</p><p>　　其次，培訓(xùn)需要在很短的時(shí)間內(nèi)完成。大多數(shù)學(xué)術(shù)圖書(shū)館打算在開(kāi)學(xué)第一天開(kāi)門(mén)并提供服務(wù)。因此，至關(guān)重要的是被聘請(qǐng)的學(xué)生，至少在公共服務(wù)方面應(yīng)盡快訓(xùn)練，以便顧客可以得到優(yōu)質(zhì)的服務(wù)。</p><p>　　第

10、三，大量的人需要在同一時(shí)間訓(xùn)練。根據(jù)員工流動(dòng)率和機(jī)構(gòu)類型，大概占到一年職工流動(dòng)率的33％到100%。因此，一個(gè)學(xué)生最少要用三分之一的總工作量（以正常職工周轉(zhuǎn)率來(lái)計(jì)算）來(lái)同時(shí)進(jìn)行培訓(xùn)。 </p><p>　　從這三點(diǎn)來(lái)看有必要設(shè)立一個(gè)正式的培訓(xùn)課程。所有新員工應(yīng)該得到正式的考慮周全的高質(zhì)量的指導(dǎo)和培訓(xùn)。在現(xiàn)實(shí)的情況是，這種培訓(xùn)往往不現(xiàn)實(shí)。它可能會(huì)使用于一些小型圖書(shū)館，提供一個(gè)臨時(shí)性的新員工培訓(xùn)，但是，對(duì)大多數(shù)的機(jī)構(gòu)

11、而言，根本不能運(yùn)作良好。</p><p>　　在員工培訓(xùn)方面的學(xué)生常見(jiàn)的問(wèn)題之一是，所有的學(xué)生職工監(jiān)事在圖書(shū)館除了監(jiān)督學(xué)生之外還有別的職責(zé)。這些人，通常是輔助人員，是一個(gè)正在進(jìn)行生產(chǎn)服務(wù)（技術(shù)服務(wù)）的庫(kù)單元的一部分，在訓(xùn)練學(xué)生的時(shí)候經(jīng)常收到混雜的信息。管理學(xué)生助手是監(jiān)事職責(zé)的一個(gè)重要方面嗎？這個(gè)方面是不是關(guān)系到監(jiān)事的評(píng)估？在監(jiān)事選拔和培訓(xùn)學(xué)生的時(shí)候是否能夠提供相同的服務(wù)水平？</p><p&g

12、t;　　對(duì)于建立一個(gè)高質(zhì)量的培訓(xùn)項(xiàng)目，這些問(wèn)題的答案都是非常重要的。在學(xué)期開(kāi)始前，學(xué)生管理員必須得給予時(shí)間進(jìn)行學(xué)生的選擇，適應(yīng)和訓(xùn)練。這些職責(zé)應(yīng)被視為重要到成為工作職責(zé)描述和評(píng)估的一部分。只有當(dāng)學(xué)生管理員的主管授權(quán)成功，才能進(jìn)行開(kāi)始訓(xùn)練的過(guò)程。良好培訓(xùn)的基礎(chǔ)適用于學(xué)生助理以及所有其他的員工?？辶漳釥柹J(rèn)為：良好的培訓(xùn)是為特定工作的特定任務(wù)而設(shè)計(jì)的。經(jīng)過(guò)培訓(xùn)，它的成功可以衡量一個(gè)人是否能做那些特殊的任務(wù)。訓(xùn)練有素的員工將能更高質(zhì)量的工作

13、,在將來(lái)，許多的個(gè)人滿足感是做好一份工作的強(qiáng)大的動(dòng)力。</p><p>　　另外，還要教導(dǎo)學(xué)生去執(zhí)行一項(xiàng)任務(wù)、良好的培訓(xùn)及明確工作程序和可接受的表現(xiàn)。一種很有效的訓(xùn)練項(xiàng)目的訓(xùn)練,首先需要了解訓(xùn)練的目的,這樣它才可以被后來(lái)補(bǔ)充完善?？巳鹚拐J(rèn)為：主管必須建立一項(xiàng)讓學(xué)生不困惑的培訓(xùn)目標(biāo),使其可以各個(gè)階段繼續(xù)使用知識(shí)和技能培訓(xùn)。例如,初始訓(xùn)練可以包括怎樣檢查儲(chǔ)備資料,而以后的訓(xùn)練可能需要做充分的準(zhǔn)備。</p>

14、<p>　　學(xué)生職工培訓(xùn)節(jié)目的概念模型 雇用前活動(dòng)</p><p>　　訓(xùn)練過(guò)程從寫(xiě)得很好的工作說(shuō)明真正地開(kāi)始。 憑這工作說(shuō)明，應(yīng)該為職位建立清楚的工作指標(biāo)。 這些工作指標(biāo)對(duì)辨認(rèn)訓(xùn)練的關(guān)鍵工作元素是非常重要的。</p><p>　　如果用一個(gè)清晰的性能評(píng)價(jià)指標(biāo)的方法對(duì)工作進(jìn)行描述來(lái)建立訓(xùn)練計(jì)劃，則學(xué)生雇員知道她或他該申請(qǐng)什么工作; 有什么期望; 并且，如果訓(xùn)練有素，如何做它

15、。 這是符合圖書(shū)館和學(xué)生的共同利益。 不僅這樣過(guò)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(dǎo)致高校學(xué)生的保留率，這對(duì)學(xué)術(shù)機(jī)構(gòu)至關(guān)重要。</p><p>　　由直屬上司舉辦的一次面試采訪，是雇用前過(guò)程中的一個(gè)很重要的部分。該項(xiàng)工作的主要內(nèi)容應(yīng)在面試過(guò)程中加以強(qiáng)調(diào)，以及成為甄選的依據(jù)。</p><p>　　一次好采訪應(yīng)該排除那些不適合這份工作的人。 通過(guò)對(duì)

16、不合適人群的刪除可能使訓(xùn)練過(guò)程更加簡(jiǎn)單。 采訪假設(shè)學(xué)生雇員希望在圖書(shū)館工作的人數(shù)多于圖書(shū)館里所需求的人數(shù)。我們發(fā)現(xiàn)，通過(guò)質(zhì)量監(jiān)督，圖書(shū)館被認(rèn)為工作的好地方，甚至在緊縮的勞動(dòng)力市場(chǎng)上，可能有更多的人對(duì)在圖書(shū)館工作更感興趣。 </p><p>　　一旦被雇用, 學(xué)生員工應(yīng)成為職前就業(yè)培訓(xùn)計(jì)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(jià)值，這種想法可以很容易被學(xué)生員工培訓(xùn)所使用。前期培訓(xùn)活動(dòng)可能包括對(duì)我們

17、的學(xué)生員工的歡迎儀式,一份新進(jìn)員工培訓(xùn)的時(shí)間安排進(jìn)度表、第一天工作應(yīng)先閱讀程序手冊(cè)或自學(xué)/程序教學(xué)材料,并指明作報(bào)告的時(shí)間和地點(diǎn)。</p><p>　　職前教育能對(duì)圖書(shū)館文化和主管所訂立的工作關(guān)系之間的交流起到幫助。溝通對(duì)于以前沒(méi)有工作過(guò)或不熟悉工作流程的學(xué)生可能是有必要的。這樣的教育可能對(duì)激發(fā)學(xué)生即將接受的工作成為一種強(qiáng)大的動(dòng)力。它還能簡(jiǎn)化流線型的具體取向和具體的訓(xùn)練活動(dòng)。</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