績(jī)效考核外文翻譯

1、<p>　　1100單詞，5800英文字符，1800漢字</p><p>　　The performance appraisal</p><p>　　Edmund K .Miller</p><p>　　Just when you think you can stop worrying about grades, you hear someone ment

2、ion something about “performance appraisals.” Maybe it’s your supervisor or a fellow worker. You may even have encountered appraisals before. Whether you’ve heard about performance appraisals (PAS) or not, they’re someth

3、ing you should expect to encounter for the rest of your working life.</p><p>　　Besides your salary, PAS represent the “grades” you receive on the job. They can have the same kinds of connotations as academic

4、 report cards, both positive and negative. We all like to hear about the good things we’re doing and how valued our contributions are, but there’s obviously a flip side to this, i.e., we’re not doing so well and are not

5、as valued by our employer, or at least the employer’s representatives who control our destiny.</p><p>　　Performance appraisals take many forms and are handled in a wide variety of ways, even within the same

6、organization. Whatever they involve specifically, they all share a common purpose: to provide periodic feedback to employees about their job performance. This might be described as “downward appraisal” as it comes from t

7、he supervisor to the supervised. Some employers have instituted “upward appraisals.” Understandably anonymous, these give the supervised a chance to tell those above them how we</p><p>　　The process</p>

8、;<p>　　Ideally, the appraisal process is well-defined, understood by all parties involved and implemented in a fair and consistent manner within the organization. The process also usually occurs during the same pe

9、riod of time each year.</p><p>　　When I was at Lawrence Livermore National Laboratory (LLNL), for example (my comments here are based primarily on that experience which 1believe is fairly representative), th

10、e annual appraisal period ran from March through May. This preceded the discussion of salary adjustments in June and July, which were then announced by annual raise slips towards the end of the fiscal year, sometime in S

11、eptember. If this seems like a long time, it reflects the fact that management was trying to ensure fairne</p><p>　　The line supervisor (the person who makes job assignments and otherwise oversees the employ

12、ee’s progress in the organization) should be knowledgeable about every employee for whom that supervisor is responsible. However, most appraisal systems do require each employee to provide some standardized information a

13、bout his or her accomplishments and activities over the past year. This is to ensure that the supervisor is fully informed about the employee’s activities. The supervisor and employee may h</p><p>　　The supe

14、rvisor will then use the employee’s input, together with input from others who may interact on a regular basis with the employee, to prepare a written appraisal. In many organizations, for example, employees are organize

15、d into groups but perform work in project teams that involve people from two or more groups. The project leader would then be expected to provide appraisal input for those working on his team to the respective line super

16、visors.</p><p>　　The written appraisal itself can vary widely, but should address in one way or another a small set of aggregated performance measures. When I first joined the Electronics Engineering Departm

17、ent at LLNL, we had a printed appraisal form that had numerous boxes to be checked off plus a small space for narrative description. Characteristics to be appraised included “gets along well with others,” “meets due date

18、s and dead-lines,” “has a good attendance record,” etc. These kinds of attributes might be</p><p>　　How well does this person do the assigned job (job performance)? How difficult and complex is the assigned

19、job to do (job requirements)? How in demand is this person when important openings come up elsewhere in the organization (job flexibility)?</p><p>　　These three measures are relatively easy to handle, as opp

20、osed to the 20 or 30 items that are typically suggested by anyone asked to develop a list of characteristics for evaluating people for whatever purpose.</p><p>　　A typical written appraisal begins with the j

21、ob assignment or description. In the case of the EE/LLNL appraisal, this is followed by narrative discussions of the three items mentioned. A paragraph or so then follows to provide a summary overview of the employee’s p

22、erformance relative to his or her peers. The summary uses descriptors such as “outstanding or excellent,” “very good,” “good,” or “acceptable.” These descriptors were chosen to reflect the quartile in which that employee

23、 is ranked, as </p><p>　　The appraisal concludes with a brief discussion about what the employee’s goals for the next year might be and how his or her value to the organization could be increased. If there i

24、s a “problem employee,” there are also specific suggestions for how acceptable improvements can be made. The written appraisal may be given to the employee prior to the formal appraisal meeting or at the meeting.</p&g

25、t;<p>　　A reasonable period of time should be allowed for the employee-supervisor appraisal discussion, usually an hour .Space is provided on the appraisal for the employee to comment on it, including agreement or

26、 disagreement. These comments can be added at that time or later. After the appraisal has been signed by both the supervisor and employee, it is usually reviewed by the next level of management. This concludes the formal

27、 process.</p><p>　　The end result</p><p>　　As indicated earlier, the performance appraisal is one part of the “grade” you’ll receive at work. The other part, which should be closely coupled to t

28、he appraisal itself, is the annual salary adjustment. Of course, neither of these exists in isolation. How well you’re regarded relative to your peers, as represented by the appraisal, and how well you’re compensated, ag

29、ain relative to your peers, are on-the-job grades that are quite comparable to your school experience. While appraisal grades may</p><p>　　About the author</p><p>　　Edmund K. Miller is an Associ

30、ate Editor of IEEE Potentials. Dr. Miller wrote and gave numerous performance appraisals as well as receiving his fair share while at LLNL.</p><p>　　APRIL/MAY 1997</p><p><b>　　績(jī)效考核</b&g

31、t;</p><p>　　Edmund K .Miller</p><p>　　當(dāng)你認(rèn)為可以不用擔(dān)心等級(jí)的時(shí)候，卻聽(tīng)到一些人提起了“績(jī)效考核”，他們也許是你的主管或工友。你可能之前遇到過(guò)績(jī)效考核，但無(wú)論你以前是否聽(tīng)說(shuō)過(guò)績(jī)效考核（PAS），它都將是你剩余工作生涯中應(yīng)該期待遇到的事情。</p><p>　　除工資之外，績(jī)效考核代表了你在工作中獲得的“等級(jí)”。它和正面和負(fù)

32、面的學(xué)術(shù)報(bào)告卡有相同的意義。我們都喜歡聽(tīng)到我們正在做的好事情，以及我們的貢獻(xiàn)是多么有價(jià)值，但是關(guān)于這一點(diǎn)顯然是有一個(gè)反面的，也就是，我們并沒(méi)有做的這么好而且并沒(méi)有受到老板或是控制我們命運(yùn)的老板的代表的重視。</p><p>　　績(jī)效考核采取多種形式并用各種各樣的方式進(jìn)行處理，即使在相同的組織中也是如此。不論其具體涉及的范圍，它們都有著一個(gè)相同的目的：為員工的工作表現(xiàn)提供周期反饋。因?yàn)閬?lái)自主管的監(jiān)督，所以它可能被描

33、述為“向下考核”。一些老板已經(jīng)創(chuàng)立了“向上考核”。匿名是可以理解的，因?yàn)檫@會(huì)給上級(jí)如何認(rèn)知精細(xì)管理監(jiān)督帶來(lái)機(jī)會(huì)。</p><p><b>　　過(guò)程</b></p><p>　　理想情況下，考核過(guò)程是明確的，并且被公司內(nèi)以公平一致的方式涉及和實(shí)施的各方所理解。這一過(guò)程通常在每年同一時(shí)期內(nèi)發(fā)生。</p><p>　　當(dāng)我在勞倫斯利物莫國(guó)家實(shí)驗(yàn)室（L

34、LNL）的時(shí)候，例如（在此我的評(píng)論主要基于那些頗具代表性的經(jīng)驗(yàn)）其年度考核期是3月至5月。這位于6月和7月工資調(diào)整的討論之前，隨后通過(guò)財(cái)政年度末的年度增長(zhǎng)來(lái)宣布，比如在9月的某個(gè)時(shí)候。如果這看起來(lái)時(shí)間很長(zhǎng)，那么它反映了管理試圖確保整個(gè)組織公平和公正這樣一個(gè)事實(shí)。</p><p>　　生產(chǎn)線主管（執(zhí)行工作分配并監(jiān)視公司中員工的進(jìn)步）應(yīng)該了解每個(gè)員工向哪個(gè)主管負(fù)責(zé)。然而，大多數(shù)考核制度需要每位員工提供一些關(guān)于其過(guò)去一

35、年中的成就和活動(dòng)的標(biāo)準(zhǔn)化信息。這是為了確保主管充分了解員工的活動(dòng)。主管和員工可能需要一個(gè)“預(yù)考核”會(huì)議，來(lái)討論需要什么信息，并確保對(duì)考核過(guò)程將涉及哪些事項(xiàng)相互理解。</p><p>　　然后，主管會(huì)利用員工的錄入信息，和來(lái)自其他員工定期影響的錄入信息，來(lái)準(zhǔn)備一份書(shū)面考核。在許多組織中，員工被分成小組但以涉及兩個(gè)或兩個(gè)以上項(xiàng)目團(tuán)隊(duì)的形式從事工作。隨后，項(xiàng)目領(lǐng)導(dǎo)向各生產(chǎn)線主管提供在該小組工作的員工的考核錄入信息。&l

36、t;/p><p>　　書(shū)面考核本身可以有很大的差異，但應(yīng)該解決這樣或那樣的聚合的績(jī)效評(píng)估。當(dāng)我在勞倫斯利物莫國(guó)家實(shí)驗(yàn)室第一次加入電子信息工程系時(shí)，我們有一個(gè)印刷好的考核，里面有很多待勾選的小格子和一小塊文字描述空間?？己耸马?xiàng)包括“容易與他人溝通”、“符合到期日和截止日期”、“有良好的出勤記錄”等等。這些屬性可能被描述為重要的明顯的“微觀措施”，但是只有更基礎(chǔ)的“宏觀措施”的組成部分可以最終用來(lái)報(bào)告績(jī)效。我們選定的宏觀

37、措施有：</p><p>　　該員工對(duì)此項(xiàng)分配工作做得如何（工作表現(xiàn)）？此項(xiàng)分配工作的難度和復(fù)雜度如何（工作需求）？當(dāng)其他公司的重要機(jī)會(huì)來(lái)臨時(shí)該員工的需求度（工作靈活性）？</p><p>　　與那些不論出于什么目的的用于對(duì)人評(píng)價(jià)的20或30項(xiàng)典型特征的列表相反，這三項(xiàng)措施相對(duì)容易處理。</p><p>　　典型的書(shū)面考核始于工作任務(wù)或描述。至于EE或LLNL的考核

38、，是在上述提到的三項(xiàng)敘述的討論之后出現(xiàn)的。大約一個(gè)段落之后，便提供了員工相對(duì)于其同事的表現(xiàn)的總結(jié)概述。該摘要使用諸如“突出或優(yōu)秀”、“很好”、“好”或者“可接受”等描述。這種描述用來(lái)反映員工排名的四分位數(shù)，因?yàn)槲覀冮_(kāi)發(fā)了一對(duì)多的員工排名，同時(shí)也可以用來(lái)決定加薪。</p><p>　　該考核結(jié)束于員工下一年的目標(biāo)將會(huì)是什么及如何提升員工對(duì)組織的價(jià)值。假如有一個(gè)“問(wèn)題員工”，我們也有實(shí)行可接受的改進(jìn)的具體建議。書(shū)面考

39、核可以在正式考核會(huì)議之前或當(dāng)時(shí)發(fā)給員工。</p><p>　　我們?cè)试S有一個(gè)合理的時(shí)間供員工主管進(jìn)行考核討論，通常是一個(gè)小時(shí)。考核為員工對(duì)其評(píng)論提供了一定的空間，包括同意或不同意。這些評(píng)價(jià)可以在當(dāng)時(shí)或之后加入。考核被主管和員工同時(shí)簽署之后，通常由下一級(jí)的管理審核。這就完成了正式的過(guò)程。</p><p><b>　　最終結(jié)果</b></p><p&g

40、t;　　如前所述，績(jī)效考核是你從工作中得到的“成績(jī)”的一部分。應(yīng)該與考核耦合的另一部分是年度調(diào)薪。當(dāng)然，所有這些都不能孤立存在。相對(duì)于同事你是如何被評(píng)價(jià)的以及如何被補(bǔ)償?shù)?，這些作為考核代表的因素都是比得上在校經(jīng)驗(yàn)的工作成績(jī)。也許考核成績(jī)并不是你所期待的，但這也是不可避免的。更重要的是，它在你工作生涯的進(jìn)步中有著非常積極的作用。所以，不要被這一過(guò)程嚇倒，并且要提出問(wèn)題來(lái)確保你在考核之外得到的最多。</p><p>