基于胜任力的培训还是传统的培训文献翻译.docx

1、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-Based or a Traditional Approach to Training? 外文出处 T+D 外文作者 Dubois,David1 Rothwell, William2 原文：Competency-Based or a Traditional Approach to Training? A new look at ISD models and an answer

2、 to the question, Whats the best approach? You might think of employee training as a process of helping individuals adjust to the corporate culture of an organization and become or remain productive as competitive, technological, and organizational conditions change. This article compares traditiona

3、l and competency-based views of employee training. To that end, it addresses and answers these questions: What is employee training? What are competencies, and why are they important? How is training traditionally carried out? How can training become competency-based? What are the advantages and cha

4、llenges of a competency-based approach to employee training? When should training become competency-based, and when should it be handled traditionally? What models can guide competency-based training? How can the model of competency-based training be implemented? These questions, and our answers to

5、them, provide thought-provoking ways to compare and contrast a traditional to a competency-based approach to training.Training, according to The ASTD Reference Guide to Workplace Learning and Performance (HRD Press, 2000), is a short-term learning intervention. It is intended to build on individual

6、knowledge, skills, and attitudes to meet present or future work requirements. Training should have immediate and highly specific impact on work performance and be grounded on requirements of an organization and its unique corporate culture. In that respect, it differs from education and employee dev

7、elopment, which prepare people for work and life.There are various types of training: remedial or basic skills orientation qualifying second-chance cross-training retraining outplacement. Remedial training helps people meet the basic screening or entry-level requirements for a job.Orientation traini

8、ng helps individuals become socialized into a corporate culture.Qualifying training helps people become productive, meeting the basic performance expectations of the work theyre hired to perform.Second-chance training is given to people who arent performing in line with organizational work standards

9、, and is literally a second chance before theyre transferred or terminated.Cross-training helps people master new jobs or new job skills.Retraining provides upgrading to keep skills current as technological or organizational conditions change.Outplacement training prepares employees for departure fr

10、om an organization in the wake of retirement, downsizing, right-sizing, smart-sizing, or other staffing changes.Recent research suggests an increase in spending on training. In 1998, the amount spent on corporate training was US$62.5 billion according to Industry Report: 1999. The ASTD 2003 State of

11、 the Industry Report states that overall expenditures for training increased from $734 in 2001 to $826 in 2000 on a per-employee basis among ASTDs Benchmarking Organizations.A Future Search conference, held in June 2001 in conjunction with the 2001 ASTD International Conference, the Academy for Huma

12、n Resource Development, and ASTDs Research-to-Practice National Committee had the theme, Shaping the Future: Leading Workplace Learning and Performance in the New Millennium. About 65 specially selected experts discussed their perspectives on the future of the field and voted on trends that they bel

13、ieved would impact workplace learning and performance. The top 10 trend areas identified:1. Money 2. Diversity 3. Time 4. Work 5. World 6. Meaning 7. Change 8. Knowledge 9. Technology 10. Careers. What are competencies? Why are they important? We will proceed to answer that question by providing the

14、 underlying foundation for understanding the meaning of competencies. Operations managers and HR practitioners are equally recognizing that work is in and jobs are rapidly becoming out. Why?Rapid change in organizations in the work that must be done and how it must he done has rendered the notion of

15、 a job to be obsolete. Instead, once it becomes known that some body of work must be accomplished, operations managers are turning first to answer the question, What human capabilities or traits must the worker have in order to produce this work in, preferably, an exemplary manner (on time and at a

16、high level of quality)?The results of an employees work are outputs or results. Workers perform tasks, which are conveniently defined units of work the completion of which leads to one or more of the results or outputs expected of them. Task performance is driven by how a worker uses his or her comp

17、etencies or traits that must be present and used in appropriate ways to successfully achieve prescribed work outcomes. Such traits include a persons knowledge or body of knowledge, skills, thought patterns, mindsets, social roles, or self-esteem. Without the use of competencies at the correct streng

18、th, performance of any kind is impossible. HR professionals coined the acronym KSAs (knowledge, skills, and attitudes) to characterize the human dimension. By examining the definition, it almost goes without saying that the attitudes element of that triad is a complex collection and must not be over

19、simplified when identifying the competencies required for successful performance of any type.The competencies required by workers to perform a body of work, and a set of well-defined behavioral indicators for each competency, are organized into a competency model. A behavioral indicator describes a

20、behavior one would expect to observe when a competency is being used in an appropriate manner during work completion. Each competency will usually have from one to five or more behavioral indicators associated with it. Consequently, competency models go beyond simply describing the traits an employe

21、e must have to successfully perform work; they also capture elements of how those traits should be used in the organization context or work setting. Competency models, then, include elements of an organizations expectations or culture.Lets address the role of competencies in various employee trainin

22、g settings.How is training traditionally carried out? Training may be unplanned or planned. When its unplanned, participants are asked to shadow experienced performers. That may involve sitting by Nellie or following Joe around the plant. Its rarely effective because people cant learn how to perform

23、 by merely watching others perform. When training is planned, it probably follows an approach based on the instructional systems design model. The ISD model is a systematic approach to training. Many models depicting ISD have been published, but they have several important features in common.The ISD

24、 model has been proven to be effective in getting results in improved job performance. Unfortunately, this well-known approach, while effective, has the tendency to place much responsibility for all phases of training analysis, design, development, implementation, and evaluation on trainers. As a co

25、nsequence, learners and their supervisors may lack ownership of the training offered. To address that problem, trainers have experimented with alternative approaches, including models other than the ISD model, that attempt to make training a joint venture or place greater responsibility on the learn

26、er for taking initiative.Dubois presented a strategic and systematic approach to creating and evaluating competency-based employee training and other performance improvement experiences called, the Strategic Systems Model. SSM has received wide acceptance and application by practitioners responsible

27、 for meeting competency-based employee training and other competency-based employee performance improvement requirements in organization settings. Dubois, as others do, advocates the wide participation of people in and external to the organization during the key stages of training analysis through s

28、ummative evaluation.The steps of the SSM are generally analogous to the steps in the ISD model. The SSM includes the following interdependent steps at all levels of the model: front-end needs analysis assessment and planning aligned with the organizations strategic goals and plans competency model d

29、evelopment curriculum planning learning intervention design, development, and delivery evaluation. The model is implemented relative to factors that affect organizational and employee performance that are not only internal, but also external to the organization. The Strategic Systems Model is partic

30、ularly useful to people confronted with designing a curriculum that includes numerous training and other opportunities for a diverse population of employees in systematic and strategic contexts.How can traininq become competency-based? Training can become competency-based in at least three ways: 1)

31、by reinventing the ISD model (or using the SSM), 2) focusing attention on training to build individual competence relative to a competency model of exemplary performance, or 3) building individual competence in a work-team context. Those approaches arent mutually exclusive, but they do represent dif

32、ferent emphases. Reinventing the ISD model. This requires building worker competence rather than matching individual abilities to work requirements. To that end, a focal point for reinvention centers around the third step in the ISD model. Recall that step has typically involved conducting a training needs assessment to identify how workers must think (including knowledge and skills acquisition), feel, and act to perform their work successfully.