基于胜任力的培训还是传统的培训文献翻译.docx
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基于胜任力的培训还是传统的培训文献翻译
本科毕业论文(设计)
外文翻译
题目基于胜任力的A公司培训课程体系研究
学院商学院
专业人力资源管理
班级
学号
学生姓名
指导教师
外文题目Competency-BasedoraTraditionalApproachto
Training?
外文出处T+D
外文作者Dubois,David1Rothwell,William2
原文:
Competency-BasedoraTraditionalApproachtoTraining?
AnewlookatISDmodelsandananswertothequestion,What'sthebestapproach?
Youmightthinkofemployeetrainingasaprocessofhelpingindividualsadjusttothecorporatecultureofanorganizationandbecomeorremainproductiveascompetitive,technological,andorganizationalconditionschange.Thisarticlecomparestraditionalandcompetency-basedviewsofemployeetraining.Tothatend,itaddressesandanswersthesequestions:
Whatisemployeetraining?
Whatarecompetencies,andwhyaretheyimportant?
Howistrainingtraditionallycarriedout?
Howcantrainingbecomecompetency-based?
Whataretheadvantagesandchallengesofacompetency-basedapproachtoemployeetraining?
Whenshouldtrainingbecomecompetency-based,andwhenshoulditbehandledtraditionally?
Whatmodelscanguidecompetency-basedtraining?
Howcanthemodelofcompetency-basedtrainingbeimplemented?
Thesequestions,andouranswerstothem,providethought-provokingwaystocompareandcontrastatraditionaltoacompetency-basedapproachtotraining.
"Training,"accordingtoTheASTDReferenceGuidetoWorkplaceLearningandPerformance(HRDPress,2000),"isashort-termlearningintervention.Itisintendedtobuildonindividualknowledge,skills,andattitudestomeetpresentorfutureworkrequirements."Trainingshouldhaveimmediateandhighlyspecificimpactonworkperformanceandbegroundedonrequirementsofanorganizationanditsuniquecorporateculture.Inthatrespect,itdiffersfromeducationandemployeedevelopment,whichpreparepeopleforworkandlife.
Therearevarioustypesoftraining:
∙remedialorbasicskills
∙orientation
∙qualifying
∙second-chance
∙cross-training
∙retraining
∙outplacement.
Remedialtraininghelpspeoplemeetthebasicscreeningorentry-levelrequirementsforajob.
Orientationtraininghelpsindividualsbecomesocializedintoacorporateculture.
Qualifyingtraininghelpspeoplebecomeproductive,meetingthebasicperformanceexpectationsoftheworkthey'rehiredtoperform.
Second-chancetrainingisgiventopeoplewhoaren'tperforminginlinewithorganizationalworkstandards,andisliterallyasecondchancebeforethey'retransferredorterminated.
Cross-traininghelpspeoplemasternewjobsornewjobskills.
Retrainingprovidesupgradingtokeepskillscurrentastechnologicalororganizationalconditionschange.
Outplacementtrainingpreparesemployeesfordeparturefromanorganizationinthewakeofretirement,downsizing,right-sizing,smart-sizing,orotherstaffingchanges.
Recentresearchsuggestsanincreaseinspendingontraining.In1998,theamountspentoncorporatetrainingwasUS$62.5billionaccordingtoIndustryReport:
1999.TheASTD2003StateoftheIndustryReportstatesthatoverallexpendituresfortrainingincreasedfrom$734in2001to$826in2000onaper-employeebasisamongASTD'sBenchmarkingOrganizations.
AFutureSearchconference,heldinJune2001inconjunctionwiththe2001ASTDInternationalConference,theAcademyforHumanResourceDevelopment,andASTD'sResearch-to-PracticeNationalCommitteehadthetheme,"ShapingtheFuture:
LeadingWorkplaceLearningandPerformanceintheNewMillennium."About65speciallyselectedexpertsdiscussedtheirperspectivesonthefutureofthefieldandvotedontrendsthattheybelievedwouldimpactworkplacelearningandperformance.Thetop10trendareasidentified:
1.Money
2.Diversity
3.Time
4.Work
5.World
6.Meaning
7.Change
8.Knowledge
9.Technology
10.Careers.
Whatarecompetencies?
Whyaretheyimportant?
Wewillproceedtoanswerthatquestionbyprovidingtheunderlyingfoundationforunderstandingthemeaningof"competencies."OperationsmanagersandHRpractitionersareequallyrecognizingthat"work"is"in"and"jobs"arerapidlybecoming"out."Why?
Rapidchangeinorganizations—intheworkthatmustbedoneandhowitmusthedone—hasrenderedthenotionofajobtobeobsolete.Instead,onceitbecomesknownthatsomebodyofworkmustbeaccomplished,operationsmanagersareturningfirsttoanswerthequestion,Whathumancapabilitiesortraitsmusttheworkerhaveinordertoproducethisworkin,preferably,anexemplarymanner(ontimeandatahighlevelofquality)?
Theresultsofanemployee'sworkare"outputs"or"results."Workersperform"tasks,"whichareconvenientlydefinedunitsofwork—thecompletionofwhichleadstooneormoreoftheresultsoroutputsexpectedofthem.Taskperformanceisdrivenbyhowaworkeruseshisorhercompetenciesortraitsthatmustbepresentandusedinappropriatewaystosuccessfullyachieveprescribedworkoutcomes.Suchtraitsincludeaperson'sknowledgeorbodyofknowledge,skills,thoughtpatterns,mindsets,socialroles,orself-esteem.Withouttheuseofcompetenciesatthecorrectstrength,performanceofanykindisimpossible.HRprofessionalscoinedtheacronymKSAs(knowledge,skills,andattitudes)tocharacterizethehumandimension.Byexaminingthedefinition,italmostgoeswithoutsayingthatthe"attitudes"elementofthattriadisacomplexcollectionandmustnotbeoversimplifiedwhenidentifyingthecompetenciesrequiredforsuccessfulperformanceofanytype.
Thecompetenciesrequiredbyworkerstoperformabodyofwork,andasetofwell-definedbehavioralindicatorsforeachcompetency,areorganizedintoacompetencymodel.Abehavioralindicatordescribesabehavioronewouldexpecttoobservewhenacompetencyisbeingusedinanappropriatemannerduringworkcompletion.Eachcompetencywillusuallyhavefromonetofiveormorebehavioralindicatorsassociatedwithit.Consequently,competencymodelsgobeyondsimplydescribingthetraitsanemployeemusthavetosuccessfullyperformwork;theyalsocaptureelementsofhowthosetraitsshouldbeusedintheorganizationcontextorworksetting.Competencymodels,then,includeelementsofanorganization'sexpectationsorculture.
Let'saddresstheroleofcompetenciesinvariousemployeetrainingsettings.
Howistrainingtraditionallycarriedout?
Trainingmaybeunplannedorplanned.Whenit'sunplanned,participantsareaskedtoshadowexperiencedperformers.Thatmayinvolve"sittingbyNellie"or"followingJoearoundtheplant."It'srarelyeffectivebecausepeoplecan'tlearnhowtoperformbymerelywatchingothersperform.Whentrainingisplanned,itprobablyfollowsanapproachbasedontheinstructionalsystemsdesignmodel.TheISDmodelisasystematicapproachtotraining.ManymodelsdepictingISDhavebeenpublished,buttheyhaveseveralimportantfeaturesincommon.
TheISDmodelhasbeenproventobeeffectiveingettingresultsinimprovedjobperformance.Unfortunately,thiswell-knownapproach,whileeffective,hasthetendencytoplacemuchresponsibilityforallphasesoftraininganalysis,design,development,implementation,andevaluationontrainers.Asaconsequence,learnersandtheirsupervisorsmaylackownershipofthetrainingoffered.Toaddressthatproblem,trainershaveexperimentedwithalternativeapproaches,includingmodelsotherthantheISDmodel,thatattempttomaketrainingajointventureorplacegreaterresponsibilityonthelearnerfortakinginitiative.
Duboispresentedastrategicandsystematicapproachtocreatingandevaluatingcompetency-basedemployeetrainingandotherperformanceimprovementexperiencescalled,theStrategicSystemsModel.SSMhasreceivedwideacceptanceandapplicationbypractitionersresponsibleformeetingcompetency-basedemployeetrainingandothercompetency-basedemployeeperformanceimprovementrequirementsinorganizationsettings.Dubois,asothersdo,advocatesthewideparticipationofpeopleinandexternaltotheorganizationduringthekeystagesoftraininganalysisthroughsummativeevaluation.
ThestepsoftheSSMaregenerallyanalogoustothestepsintheISDmodel.TheSSMincludesthefollowinginterdependentstepsatalllevelsofthemodel:
∙front-endneedsanalysis
∙assessmentandplanningalignedwiththeorganization'sstrategicgoalsandplans
∙competencymodeldevelopment
∙curriculumplanning
∙learninginterventiondesign,development,anddelivery
∙evaluation.
Themodelisimplementedrelativetofactorsthataffectorganizationalandemployeeperformancethatarenotonlyinternal,butalsoexternaltotheorganization.TheStrategicSystemsModelisparticularlyusefultopeopleconfrontedwithdesigningacurriculumthatincludesnumeroustrainingandotheropportunitiesforadiversepopulationofemployeesinsystematicandstrategiccontexts.
Howcantraininqbecomecompetency-based?
Trainingcanbecomecompetency-basedinatleastthreeways:
1)byreinventingtheISDmodel(orusingtheSSM),2)focusingattentionontrainingtobuildindividualcompetencerelativetoacompetencymodelofexemplaryperformance,or3)buildingindividualcompetenceinawork-teamcontext.Thoseapproachesaren'tmutuallyexclusive,buttheydorepresentdifferentemphases.ReinventingtheISDmodel.Thisrequiresbuildingworkercompetenceratherthanmatchingindividualabilitiestoworkrequirements.Tothatend,afocalpointforreinventioncentersaroundthethirdstepintheISDmodel.Recallthatstephastypicallyinvolvedconductingatrainingneedsassessmenttoidentifyhowworkersmustthink(includingknowledgeandskillsacquisition),feel,andacttoperformtheirworksuccessfully.