基于胜任力的培训还是传统的培训文献翻译.docx

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.