外文翻譯--沒(méi)有培訓(xùn)就難以獲利

1、<p><b>　　中文2955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 No train, no gain </p><p>　　外文出處

2、 People Management,2002(9):p41-42_ </p><p>　　外文作者 Carolyn Cohen </p><p><b>　　原文：</b></p><p>　　No train, no gain</p><

3、;p>　　Carolyn Cohen</p><p>　　Training is one of the key factors in the attracting and retaining staff, and it is often talked about in corporate circles: “What kind of training programs does your organizat

4、ion offer? How much does your organization spend per employee on training? Yes, I enjoyed that training program but it didn’t change how I do things on the job." Training, we’re told, may be one of the reasons why b

5、ig organizations with lots of resources have an edge over smaller organizations. But even when we buy into th</p><p>　　The benefits of training</p><p>　　Training can prepare your staff for incre

6、ased demands due to changes in the way your business operates, technological or market changes or for the commitment you’ve made to a new standard of excellence. The bottom-line advantage to your business is likely to be

7、 financial gain as a result of greater productivity. Training can also help improve employee morale, reduce turnover, and enhance a company’s public image——which ultimately aids in business development and in attracting

8、high-quality staff.</p><p>　　Most employees will tell you that training helps prepare them for other opportunities such as lateral moves or promotions; learning to do a better job enables them to derive grea

9、ter satisfaction from it, and keeps them motivated. What it also does——although many don’t voice it——is show them that their organization cares. If combined with other forms of employee development and strategic initiati

10、ves such as reward and recognition programs, training may lead to a greater employee commitment and de</p><p>　　Today's U.S. educational system follows an identical structure. Business and the military i

11、mitated the public-school system, and the "modern" training hierarchy was born. Now for the bigger question: Is this 500-year-old format really the most effective way to educate and "train" the postmo

12、dern Nintendo Generation of foodservice employees? Maybe it's time to train the trainer and let the learners lead. Here are a few strategies:</p><p>　　Training starts during hiring. Once a pool of applic

13、ants qualifies as a cultural fit for your team, the focus should be to seek individuals who have the right attitudes toward learning and development. Look for people who are open to and who enjoy learning. Factoring this

14、 into the hiring process will save you time and differentiate you from the competition by building a better, stronger, smarter team. You are what you cumulatively know. Every 90 days, scrutinize and assess knowledge gaps

15、 and tal</p><p>　　Teach the team how to “read." Train your teams on commonly overlooked basic skills, such as how to read a paycheck, a simple P&L or even wine labels.</p><p>　　Training

16、 is not development. Training is sharing new skills or concepts via a live or electronic facilitator.</p><p>　　Development is applying and then improving on the new skills back on the job with a guide or men

17、tor. A trainer can light the fire, and the manager keeps the flame fanned. Every supervisor is constantly training employees by their own actions.</p><p>　　All trainers teach, but not all trainers are teache

18、rs. Just because you've taught it, doesn't mean that anyone has "caught" it. The majority of foodservice training today overlooks or underemphasizes the critical skills that matter most, such as problem

19、-solving, conflict resolution, creativity, group dynamics, instilling values, team-building and situational leadership.</p><p>　　Your core content was not designed by credentialed educators. The truth is tha

20、t 99.9 percent of foodservice training manuals and curriculum has been written, formatted and rewritten by former servers, bartenders, hosts, managers or concept founders. They may have excelled at their jobs, but most h

21、ad no formal education on how brains work or adults learn. An owner or franchisor’s primary motivation relative to training is to cover compliance issues. Why? Because that's what you test and then keep</p>&l

22、t;p>　　Doing your own needs assessment</p><p>　　Maybe you don’t need to be convinced that training can create value. Instead, your problem might be in deciding what training your staff needs, and how it sh

23、ould be offered. Training can be an expensive proposition and perhaps you’ve seen too many unsuccessful programs in your day. You many even think it best to turn the entire chore over to a consultant. However, you know y

24、our organization better than any consultant does. You know your goals and objective, and what it takes to achieve them, you</p><p>　　Training should be a response to a need, to a specific type of problem, no

25、t a competitive gesture or a way to jump on the bandwagon with trendy topics. Begin by asking these questions: What would it take for the organization to better meet its goals? What would give us a competitive edge? Why

26、aren’t employees more productive? What do we need to know more about? What do the really successful people have that other people do not? How big the gap between what is should be and what is? The answer to</p>&l

27、t;p>　　Renew the information you’ve gathered and try to determine in which area training may be the answer to a particular problem. Keep in mind that training works best when one needs knowledge or skill and is fairly

28、motivated to get it. If you find that your organization is full of people who know what they’re doing but lack the enthusiasm to do it well or to improve on the methods they use, perhaps you have a morale problem and the

29、 answer may lie in reward and recognition programs rather than traini</p><p>　　Ways to offer training</p><p>　　There are three basic ways to offer training: your organization can develop and del

30、iver the training material; you can hire an outsider to develop and deliver the material or you can hire an outsider to develop the material but have someone within your organization deliver it . (When a very limited num

31、ber of people in the organization need a particular type of training, you may consider employing a coach or sending those individuals to a public seminar.) The biggest advantage to developing and d</p><p>　　

32、Buying the design and delivery should ensure subject matter accuracy as well as training expertise. However, the extent to which the trainer is willing or able to customize the program to your industry in general, and to

33、 your organization in particular, may be a problem.</p><p>　　Finally, there’s an alternative that few organizations consider: the organization makes a list of the required knowledge and skills. The trainer t

34、hen considers other related principles/topics and creates a training program that includes lecture material, learning exercises, checklists and notes for the instructor. The instructor is a member of the organization who

35、 knows first hand what the company struggles with. He or she knows what can be done, what will never work, and so on. He or she also h</p><p>　　Make your final decision about the best way to offer training b

36、y considering available time, expertise, budget, and need for customization.</p><p>　　Ensuring the success of training</p><p>　　You’ve determined what kind of training you need and have yourself

37、 produced a good program or employed an expert to do this; the problem is with what happens next——or to be more precise, what doesn’t happen. The staff attends the training, and enjoys it (you have the evaluation forms t

38、o prove it) but nothing really changes back on the job.</p><p>　　You may have seen some of the items in the following list, thought they made sense, but never took the time to put them into practice. Make a

39、vow that this time will be different. If you can’t tackle the whole list at once, try half the items this time and the other half when you see things improving.</p><p>　　·Be selective in choosing who at

40、tends training; create the aura that it is a privilege to be chosen, not something that everyone must do; choose people who need the information and who’ll have the opportunity to use what they have learned very soon, if

41、 not immediately, after they attend the session.</p><p>　　·Give participants and managers as say in the content of the content of the training; insist that the developer meet with or send a questionnair

42、e to a representative group.</p><p>　　·Insist that managers attend and participate in portions of the training; managers may act as instructors or participants.</p><p>　　·Require parti

43、cipants and their managers to discuss(and document) what will be covered in the training and how it will be used in their specific job. This “contract” should be reviewed by both the manager and employee immediately afte

44、r the training to see if the plan is still realistic and to make necessary changes.</p><p>　　· Follow-up must be built into the program and can take on a variety of forms: trainers returning for additio

45、nal workshops, periodic checks on the contract established before the training, study groups amongst participants, the opportunity to train others.</p><p>　　· Positive reinforcement for what has been tr

46、ansferred to the job and done well is essential. It can make the different between the materials being used or being forgotten.</p><p>　　Good training takes time and energy. Look at what has and hasn’t worke

47、d in the past. Need some help? By all means, consider a consultant. But don’t make the mistake of handing the entire job to someone outside the organization. While consultants have a lot to offer, don’t deprive your trai

48、ning participants of your own knowledge and skill. </p><p><b>　　譯文：</b></p><p><b>　　沒(méi)有培訓(xùn)就難以獲利</b></p><p><b>　　卡羅琳科恩</b></p><p>　　員工培

49、訓(xùn)是吸引并留住員工的關(guān)鍵因素之一，是企業(yè)界的常談話題：“你的公司提供怎樣的培訓(xùn)？你們公司就培訓(xùn)方面在每個(gè)員工身上的花費(fèi)是多少？是的，我喜歡那樣的培訓(xùn)計(jì)劃，可是這并不能改變?cè)诠ぷ魃衔胰绾巫鍪隆！迸嘤?xùn)，也許是為什么擁有許多資源的大公司比小公司具有優(yōu)勢(shì)的原因之一。但是，當(dāng)我們意識(shí)到培訓(xùn)有利于每個(gè)參與其中的人，并且決定分配資源給它時(shí)，我們往往不知道從何開(kāi)始。我們只是想確定我們能從我們的投資中得到回報(bào)。首先，讓我們來(lái)看看為什么需要提供培訓(xùn)。然后，

50、我們應(yīng)該考慮我們的培訓(xùn)應(yīng)該是怎樣的，該如何提供培訓(xùn)，并且我們所需要做的就是確保我們提供的培訓(xùn)可以給我們帶來(lái)長(zhǎng)久的價(jià)值。</p><p><b>　　員工培訓(xùn)的效益</b></p><p>　　培訓(xùn)可以讓你的員工對(duì)那些不斷增長(zhǎng)的需求有所準(zhǔn)備。這些需求是由你的商業(yè)運(yùn)行方式，技術(shù)或市場(chǎng)的變化以及你對(duì)新的優(yōu)秀標(biāo)準(zhǔn)的承諾所引起的。因生產(chǎn)率的極大提高，最少可以讓你公司的財(cái)政收入有

51、所增加。培訓(xùn)還可以幫助提高員工的士氣，減少失誤，增強(qiáng)一個(gè)公司的公共形象----這些在商業(yè)的發(fā)展和吸引高素質(zhì)員工方面都會(huì)有所幫助。</p><p>　　大多數(shù)員工認(rèn)為，培訓(xùn)讓他們對(duì)一些其他的機(jī)會(huì)有所準(zhǔn)備，比如平級(jí)的調(diào)動(dòng)或升職。學(xué)會(huì)做一項(xiàng)更好的工作可以使他們從中獲得滿足感，并且讓他們保持動(dòng)力。雖然很多人沒(méi)說(shuō)，但培訓(xùn)確實(shí)向他們展示了公司的服務(wù)。與其他開(kāi)發(fā)員工能力的形式相比，比如員工獎(jiǎng)勵(lì)計(jì)劃，培訓(xùn)會(huì)使員工有更強(qiáng)的愿望在公

52、司就職。</p><p>　　員工一經(jīng)雇傭就要開(kāi)始培訓(xùn)。一旦一群申請(qǐng)人被認(rèn)為是適合你團(tuán)隊(duì)的一種文化，那么研究重點(diǎn)就是要尋找有著正確學(xué)習(xí)態(tài)度和具有開(kāi)發(fā)能力的員工。期待那些開(kāi)放和愛(ài)學(xué)習(xí)的人。這些雇傭過(guò)程會(huì)節(jié)省你的時(shí)間，并且通過(guò)建立一個(gè)更好、更強(qiáng)、更睿智的團(tuán)隊(duì)對(duì)你進(jìn)行劃分。逐漸的你會(huì)知道你的存在價(jià)值，每隔90天，在你的團(tuán)隊(duì)中仔細(xì)觀察評(píng)估知識(shí)的差距和人才的差距。通過(guò)雇傭和發(fā)展來(lái)填補(bǔ)這些差距。</p><

53、;p>　　教你的團(tuán)隊(duì)如何去“觀察”，訓(xùn)練團(tuán)隊(duì)通常會(huì)忘了基本的技能，如怎么看待薪水，一個(gè)簡(jiǎn)單的損益甚至酒的標(biāo)簽。</p><p>　　訓(xùn)練尚未發(fā)展，訓(xùn)練就是通現(xiàn)場(chǎng)或電子全場(chǎng)的發(fā)動(dòng)來(lái)分享新技能或概念。發(fā)展就是通過(guò)一個(gè)指南或?qū)煾倪M(jìn)新的技能，從而將這些新技能應(yīng)用到工作中。一個(gè)培訓(xùn)者可以解雇員工，每個(gè)管理者根據(jù)員工自己的行動(dòng)不斷地開(kāi)展培訓(xùn)他們。</p><p>　　所有的培訓(xùn)者都能夠培訓(xùn)員工

54、，但不是所有培訓(xùn)者都是老師。只是因?yàn)槟隳軌蚺嘤?xùn)，并不意味著所有人都能夠接受。如今大多數(shù)的餐飲培訓(xùn)忽視和低估了關(guān)鍵技能的影響，例如解決問(wèn)題、解決沖突、創(chuàng)造力、群體動(dòng)態(tài)、品牌價(jià)值，團(tuán)隊(duì)建設(shè)和情境領(lǐng)導(dǎo)。</p><p>　　你的核心內(nèi)容不是由教育工作者設(shè)計(jì)的，事實(shí)上，99.9%的餐飲培訓(xùn)手冊(cè)和課程是由原服務(wù)器格式化，并有調(diào)酒師、主持者、管理者共同寫(xiě)的。他們的工作辦公化的，但是大多數(shù)沒(méi)有受過(guò)正式教育或成人教育，教授他們?nèi)?/p>

55、何工作。一個(gè)主人或者特許人培訓(xùn)的主要?jiǎng)訖C(jī)是涵蓋訓(xùn)練的正規(guī)事務(wù)。這是什么原因呢？因?yàn)檫@就是你的測(cè)試，并能夠使他們未來(lái)的風(fēng)險(xiǎn)降到最小。</p><p><b>　　做個(gè)人的需求評(píng)估</b></p><p>　　也許你不需要考慮培訓(xùn)創(chuàng)造的價(jià)值。你的問(wèn)題在于給員工提供怎樣的培訓(xùn)，以及如何提供。培訓(xùn)是一個(gè)昂貴的問(wèn)題，也許你已經(jīng)看到了太多的一天不成功的方案。許多人甚至認(rèn)為最好的方

56、法還是把所有問(wèn)題交給顧問(wèn)。但是，你知道組織比任何顧問(wèn)都要好。你知道組織的目標(biāo)和目的，如何才能實(shí)現(xiàn)這些目標(biāo)，你最了解組織中的成員，明白他們的專業(yè)應(yīng)該涉及哪些方面。要意識(shí)到你是培訓(xùn)中的主要決策者。</p><p>　　培訓(xùn)是對(duì)特定類型的問(wèn)題做出必要的反饋，而不是關(guān)于市場(chǎng)趨勢(shì)競(jìng)爭(zhēng)的姿態(tài)或跳越的方式。首先問(wèn)這些問(wèn)題：怎樣才能更好地為組織實(shí)現(xiàn)其目標(biāo)？給我們一個(gè)什么樣的競(jìng)爭(zhēng)力？為什么不是雇用員工更有效率？我們需要更多地了解什

57、么？真正成功的人擁有哪些方面的東西，而這些其他人是沒(méi)有的？這些問(wèn)題的答案可以從以下幾個(gè)方式中尋找：一個(gè)集中管理的會(huì)議； 小職員會(huì)議；圍繞你的組織走，并用筆記本記錄你所看到的一切；與員工討論績(jī)效評(píng)估，并且與您的客戶討論。</p><p>　　更新已經(jīng)收集的信息并且去嘗試，確定哪些方面的培訓(xùn)可能是某個(gè)特定問(wèn)題的答案的信息。記住，當(dāng)人們積極需要知識(shí)或技能的時(shí)候，訓(xùn)練效果最佳。如果您發(fā)現(xiàn)您的組織所有人都知道他們?cè)谧鍪裁矗?/p>

58、但缺乏積極性把它做好或充分提高他們使用的方法，也許你有一個(gè)斗志的問(wèn)題，答案也許存在于獎(jiǎng)勵(lì)和表彰方案中，而不是培訓(xùn)。同樣的，如果生產(chǎn)率下降了，營(yíng)業(yè)額提高，原因可能是缺乏招聘和甄選，這些問(wèn)題培訓(xùn)都不能解決。一旦你知道培訓(xùn)可以解決這些問(wèn)題，盡量縮小范圍，按照您的需求進(jìn)一步將其劃分為技術(shù)、技術(shù)技能和實(shí)踐管理，技術(shù)和技術(shù)技能通常是第一個(gè)被關(guān)注的，沒(méi)有他們，工作就不可能完成。不要忽視了管理技巧的重要性。他們會(huì)提高員工的士氣，使團(tuán)隊(duì)運(yùn)作的更有效率并幫

59、助開(kāi)發(fā)員工，讓他們接受新的挑戰(zhàn)。</p><p><b>　　提供培訓(xùn)的途徑</b></p><p>　　有三種提供培訓(xùn)的基本方式：你的組織可以開(kāi)發(fā)并給予培訓(xùn)的資料，以雇傭一個(gè)外部人員開(kāi)發(fā)和提供的材料，也可以聘請(qǐng)外部人員開(kāi)發(fā)，但是需要組織內(nèi)的成員提供資料。（當(dāng)組織中極少數(shù)人需要特定類型的培訓(xùn)時(shí)，可以考慮聘請(qǐng)教練或發(fā)送這些人到公共研討會(huì)去培訓(xùn)）。最大的優(yōu)勢(shì)是開(kāi)發(fā)并提供自

60、己的資料，它通常是最廉價(jià)的方式（另外的費(fèi)用自付）這是調(diào)整組織獨(dú)特的需求。主要缺點(diǎn)是可能使你的員工缺乏專業(yè)知識(shí)，也浪費(fèi)了時(shí)間。</p><p>　　最后，有一個(gè)替代方案和一些機(jī)構(gòu)考慮：該組織列出了必要的知識(shí)和技能的清單。然后培訓(xùn)師考慮其他有關(guān)的原則/主題，并建立一個(gè)培訓(xùn)方案，其中包括講義，學(xué)習(xí)練習(xí)，清單及導(dǎo)師說(shuō)明。指導(dǎo)老師是該組織的第一手，知道什么是公司與員工之間爭(zhēng)論的。他或她知道什么可以做，什么永遠(yuǎn)都不能做等等。

61、在參與者的眼里，他或她是有信譽(yù)的，知道哪些人還在培訓(xùn)中，哪些人已經(jīng)成功。與此相關(guān)的培訓(xùn)方式是提供一個(gè)“現(xiàn)成”計(jì)劃。這是一個(gè)標(biāo)準(zhǔn)包，包含講義，練習(xí)和參考。工作的制定是由自己決定的。</p><p>　　用最好的方式來(lái)作出最后的決定，是考慮用有效的時(shí)間提供培訓(xùn)，安排，并制定需求。</p><p><b>　　確保成功的培訓(xùn)</b></p><p>

62、　　確定需要什么樣的培訓(xùn)，自己制定一個(gè)良好的計(jì)劃或者雇用一個(gè)專家來(lái)做；問(wèn)題是未來(lái)會(huì)發(fā)生什么——或者更嚴(yán)格的，什么不會(huì)發(fā)生。工作人員參加了培訓(xùn)，并享受它（你用評(píng)價(jià)形式來(lái)證明這一點(diǎn)），但沒(méi)有真正改變工作方法。</p><p>　　您可能已經(jīng)看到在以下列表中的一些項(xiàng)目，認(rèn)為他們是有道理的，但從來(lái)沒(méi)有花時(shí)間付諸于實(shí)踐。下定決心，這次能夠去實(shí)踐。如果你不能一下子解決整個(gè)列表，請(qǐng)嘗試項(xiàng)目的一半，另外一半有時(shí)間的時(shí)候在去實(shí)踐&

63、lt;/p><p>　　·可以有選擇性的參加培訓(xùn)；特別要選擇創(chuàng)造氣氛，并不是所有人都要去做；選擇那些需要信息的人，以及那些有機(jī)會(huì)并能很快的將所學(xué)的東西運(yùn)用的。</p><p>　　·給參與者和管理者講述培訓(xùn)中的內(nèi)容，堅(jiān)持與開(kāi)展培訓(xùn)的人會(huì)見(jiàn)，將問(wèn)卷調(diào)查送給具有代表性的組織。</p><p>　　·管理者堅(jiān)持參加部分培訓(xùn)；他們可以作為講師或者參

64、與者。</p><p>　　·要求參與者和他們的管理者討論培訓(xùn)應(yīng)包含哪些內(nèi)容，以及這些怎么應(yīng)用于特殊的工作中。這個(gè)“工作合同”在培訓(xùn)結(jié)束后，必須由管理者和培訓(xùn)者共同審核，看看培訓(xùn)計(jì)劃是按現(xiàn)有的實(shí)行還是要進(jìn)行必要的調(diào)整。</p><p>　　·必須要建立適合多種形式的計(jì)劃：培訓(xùn)師要去工作車間，在培訓(xùn)前定期檢查合同，研究小組中的參與者有機(jī)會(huì)去指導(dǎo)其他人。</p>