[雙語翻譯]員工培訓外文翻譯--利用員工培訓增加的潛在好處

1、2200 英文單詞， 英文單詞，1.3 萬英文字符，中文 萬英文字符，中文 3800 字文獻出處： 文獻出處：Schraeder M. Leveraging potential benefits of augmentation in employee training[J]. Industrial Ladyshewsky, 2007). It is important to note, however, that the invest

2、ment of organizational resources in the form of employee time and money in training do not always materialize into the intended benefits for organizations (Cromwell and Kolb, 2004). Given the potential contributions of t

3、raining to the competitiveness of organizations, coupled with the requisite investments associated with this training, it behooves organizations to focus on methods for enhancing the overall effectiveness of employee tra

4、ining. The purpose of this article is to offer strategies for improving training by viewing employees as customers, incorporating a potent customer service strategy, augmentation, Create an environment conducive to learn

5、ingSince most training sessions often last from several hours to several days, it is important that the physical environment be organized in a manner that is conducive to learning. In an effort to augment the training, t

6、rainers can enhance the quality of learning by organizing the seating so that it is comfortable and laid out in a way that reflects the nature of training that will ensue. If, for example, the training will include a var

7、iety of interactive exercises involving groups, then it might be best to place tables in a somewhat circular manner that will facilitate participants being able to interact with other participants.In addition to the phys

8、ical lay out of the room, it is also important to adjust the lighting and temperature of the room to maximize participant comfort. Trainers may want to seek feedback from trainees periodically to ascertain if the room te

9、mperature and lighting are appropriate. Further augmentation could be accomplished by even asking trainees if there is anything the trainer can do to make the environment more comfortable.Focus on different learning styl

10、esIt is readily acknowledged that individuals tend to learn differently based on preferred styles of learning (Chambers, 2005). While there are a variety of models and conceptualizations related to learning styles, one c

11、ommon model is the VAK model which includes a visual learning style, an auditory learning style and a kinesthetic learning style (Redford, 2007). Since these learning styles impact the way individuals learn, training ses

12、sions could be augmented by designing the content to tap into each of the three different styles, thus appealing to a broad scope of disparate learning styles.For example, visual learners tend to process and recall info

13、rmation best when it is presented in a way that they can easily see the information. This can be achieved through the use of hand-outs, PowerPoint slides including pertinent information, and also other forms of multimedi

14、a such as videos or computer-based simulations.Auditory learners, by comparison, process information from more of a listening perspective. Consequently, training can be augmented to focus on this preferred style by frequ

15、ent descriptions of the pertinent information. This can easily be accomplished by verbalizing the content in handouts and PowerPoint presentations. Further augmentation can be achieved by allowing trainees to discuss imp

16、ortant content in small group settings. For example, if the training session was related to ethics, the important material could be included in PowerPoint slides that were discussed by the trainer for the entire group, t

17、hen small groups could be given activities wherein they were asked to reiterate why (in their opinion) the content is important to organizations and how they might incorporate the content into their daily practices.The t

18、hird learning style, kinesthetic, includes individuals who learn best by physically doing something. Augmenting training to tap into this learning style requires the trainer to design exercises and activities that allow

19、the learner to be physically engaged in learning. For example, a training session on team work may include an exercise where groups, working as a team, actually work jointly to accomplish some small task. One such exerci

20、se requires groups to identify some symbol they frequently associate with the idea of teams and then to work within their groups to construct their symbol using modeling clay. This provides both visual and tactile reinfo

21、rcement associated with the concepts covered in the training. Following this exercise, further discussion can reiterate important aspects of teamwork that were discussed in the training session, further reinforcing the m