1、<p><b>　　中文3366字</b></p><p>　　本科畢業(yè)論文（設計）</p><p><b>　　外文翻譯</b></p><p>　　外文題目 TOP 10 Mistakes To Avoid When </p><p>　　I

2、mplementing A Training Program </p><p>　　外文出處 Credit Union Journal, 2009(10－5): P8 </p><p>　　外文作者 Mike Colvin </p><p>

3、;<b>　　原文：</b></p><p>　　Top 10 Mistakes To Avoid When Implementing A Training Program</p><p>　　Mike Colvin </p><p>　　When developing or implementing a new or "refres

4、hed" training program, much is said about what to do, but little is mentioned about what not to do. Therefore, we were making or carrying out a training,may meet this or that problem, perhaps is we have no attention

5、 and training should avoid what caused. Some mistakes we can according to many experience, it will come out for our training work to bring great convenience, can let our training investment get better returns.</p>

6、<p>　　According to our training for many enterprises the actual status of the investigation and research, discover many common problems. The following outlines the top 10 mistakes every manager must avoid when impl

7、ementing a training program:</p><p>　　1. Always Giving Advice, Never listening.</p><p>　　It is often easier for managers to provide input, feedback, or sage advice than to listen to those they a

8、re managing for much needed answers to day-to-day strategic or business issues. Many managers in practice, often excessive put idea on how to give advice or comments on subordinates, as this is the subordinate's best

9、, it is helpful to they discover flaws and correct the mistakes, which can improve the work efficiency. However, they may neglect subordinates in the mind noodles really thinking,</p><p>　　Management should

10、never assume they have all the answers. More likely than not, a wealth of valuable strategic input can be gained from frontline staff who have direct member interaction. That is to say, no direct demand for the managers,

11、 or to its actual work condition does not understand, or not fully grasp subordinate heart really want is what they should do more from some work have a direct relationship with the employee there looking for answers. Af

12、ter all, the needs of the member come firs</p><p>　　2. Managers Do Not Observe Employees With Members.</p><p>　　Just as important as listening to frontline staff, observing carries equal weight.

13、 Managers to employees working condition for observation, listens to their needs and observe them proposed whether accord with the actual demand, how nice to meet their needs. Nothing can take the place of "real-lif

14、e" experience only comes from practice is the truth, is the most useful. Observing employees with members will demonstrate exactly how the staff is implementing the training they have received. It will s</p>

15、<p>　　3. Saying One Thing And Doing Another.</p><p>　　Management must walk the walk and be able to do and demonstrate what they say to the employee. Many managers in meetings or publicly made a lot of e

16、ncouraging and morale commitment, to afterwards but do not practice, this is a very bad phenomenon, said a set, do a set, it will lose your heart in the prestige of the employees and affinity, they will think you very hy

17、pocritical, focus only on many other aspects, such as production, etc., and not practicing for our promise. Similarly, the employee </p><p>　　4. Assuming Employees Just "Get It".</p><p&g

18、t;　　Never assume, we should take facts speak. As is known, to check staff whether have mastered training the knowledge you have learned. We can through seek employee feedback and have them demonstrate concepts so that yo

19、u know they "get it." Management cannot know if the employees are implementing the proper processes and procedures unless they assess the employees, and seek and provide feedback, whether to conform to the stan

20、dard work standard, so our training input can also see benefits. We have a</p><p>　　5. Never Participating in Training.</p><p>　　Management must take an active role in the training process along

21、 with the employees. Here said the positive role not only means before training mobilization inspire everyone to participate in training, also refers not only how managers actively planning organizing a training, it also

22、 includes managers should actively participate in training activities, to see them live related training courses, or with the training of communication and exchange participants, etc. Your presence alone will raise </

23、p><p>　　6. Assuming Training is a Panacea.</p><p>　　Training alone cannot be considered a cure-all, we can't expect to organize a professional skill training, then all the employees in the futu

24、re work across related problems can be solved, it is not realistic. Management must ensure the employees are provided the proper tools and atmosphere to deliver optimal member service that lives up to management's ex

25、pectations. This may include processes, technology, feedback mechanisms, recurrent training, etc. An integrated process must be developed in or</p><p>　　7. Not Discussing Strategies Nor Following Up With Emp

26、loyees Periodically.</p><p>　　Training is not a one-time event. The answer is negative. Implementing a training program, cannot say after the training, the training work is annulled, it must and subsequent t

27、raining work comes in contact, because all the work for the enterprise strategy and service, which means we must according to the management of the enterprise development strategy to develop a training plan. Moreover, if

28、 the training employees receive is only delivered once, without periodic reinforcement, the strategies </p><p>　　8. Waiting Until 4th Quarter to Assess Their Progress During The Year.</p><p>　　O

29、ften management assessment of programs and performance is relegated to a one-time, end-of-year exercise. It is in the end of the year when for the conduct of all training programs summarizes, assessment, and on this basi

30、s carry out next year's training needs solicitation. It is impossible to make an accurate assessment in this manner. Because a lot of training effect of transformation is in training just end or over time reflect the

31、 most obvious, otherwise difficult to carry on the appraisal. U</p><p>　　9. Having A Pep Talk In January Of Each Year & Expecting That To Be Enough.</p><p>　　This goes hand-in-glove with the

32、 idea that one should not assess progress only once-a-year in the 4th quarter. Likewise, management should go much further than a once-a-year pep talk and expect that to be enough to motivate and drive employees to prope

33、rly implement your programs, best can with enterprise's business strategy to keep good consistency. First, motivating employees should be a top-of-mind business process within your company. This may even include form

34、al reward and recognition progra</p><p>　　In addition to motivation, ongoing training should be a part of your program. As mentioned earlier, your program should be assessed and fine-tuned as necessary on a

35、continual basis. And employees need to be trained and re-trained continually with program refreshers and updates. This ensures the program is maintained and delivered as desired.</p><p>　　10. Running the Str

36、ategic Planning Sessions. </p><p>　　The same way every year vs. having an outside trained facilitator to get a fresh outlook (fresh eyes and ears approach). Management should never assume that all the answer

37、s can be found by looking inwardly. While internal management can certainly add participate, they more than likely cannot add the "fresh" perspective that an outside party can offer. Because so many things may

38、not through inner observed to discover, when we exist in an organization is too long, and may not be aware of the probl</p><p><b>　　譯文：</b></p><p>　　實施一項培訓應避免的十大誤區(qū)</p><p&g

39、t;<b>　　麥克.科爾</b></p><p>　　在制定或實施一項新的培訓時，我們更多關注的是應該做什么的問題而很少提及應該避免什么。因此，我們在制定或實施一項培訓時，可能會遇到這樣或者那樣的問題，也許就是我們沒有注意培訓時應該避免什么而導致的。有些失誤我們可以根據(jù)很多經(jīng)驗總結出來，這樣會為我們的培訓工作帶來很大的便利，會讓我們的培訓投資得到更好的回報。</p><

40、p>　　根據(jù)我們對多家企業(yè)培訓工作的實際狀況的調研，發(fā)現(xiàn)很多共性的問題。下面列出了在實施培訓項目時每個管理者必須注意避免的十大誤區(qū)：</p><p>　　1、一味給予建議，而從不傾聽。</p><p>　　比起傾聽那些他們急需回答的日常戰(zhàn)略和業(yè)務問題，提供意見、反饋或是明智的建議對管理者來說更容易些。很多管理者在實踐中，往往會過多的把心思放在給如何給予下屬意見或者建議上，認為這樣是對

41、下屬最好的，非常有利于他們發(fā)現(xiàn)缺點，改正錯誤，從而提高工作效率。然而，他們可能忽視了下屬心里面真正在想些什么，什么是他們最想得到的，只有了解了下屬心之所想，給予他們所要，再結合給他們提建議的方式，這樣才是最好的，也是最完善的。</p><p>　　管理者不應該假設他知道所有的答案。有可能，很多在戰(zhàn)略上的寶貴投入可以從那些培訓對其有直接影響的前線員工中獲得收益。也就是說，對沒有直接需求的管理者而言，或是對其工作實際

42、狀況的不了解，或是沒有完全掌握下屬心里真正想要的是什么，他們應該多從一些與工作有直接關系的員工那里尋找答案。畢竟，成員的需要是第一位的，而最好的了解員工需要的方式就是直接聽取前線員工的反映，或者是從與前線員工直接交談的成員那里獲得。</p><p>　　2、管理者不將雇員當成培訓成員進行觀察。</p><p>　　與聽取前線員工的需求一樣，進行觀察應該受到同等重視。管理者要對雇員的工作狀況

43、進行觀察，在聽取他們需求的同時觀察他們所提出的需求是否符合實際，該如何很好的滿足他們的需求。管理者應該知道沒有任何東西可以取代真實的生活體驗經(jīng)歷，只有來源于實踐的才是真知，才是最有用的。將員工當成培訓成員進行觀察可以準確地示范員工怎樣實現(xiàn)培訓中學到的知識。通過觀察，管理者可以了解什么培訓程序已被利用，它們的效果如何，以及員工對培訓過程的反映。事實上，通過觀察參與，管理者有了直接聽取員工反饋的機會。我們很多管理者在進行培訓效果評估的時候，

44、往往會忽視直接觀察所得到的信息，而這個信息往往比通過調查得到的信息更加直觀，更加對自己今后培訓工作的開展有幫助。 3、說一套，做一套。</p><p>　　管理人員必須不斷地進步，并且有能力做到他們對員工的承諾。很多管理者在會議或者公開場合做出了很多的鼓舞人心和士氣的承諾，到后來卻沒有踐行，這是一個很不好的現(xiàn)象，說一套，做一套，這樣會喪失你在雇員心中的威信和親和力，他們會覺得你很虛偽，只關注其他的很多方面

45、，諸如生產(chǎn)等，而不踐行對我們的承諾。同樣的，員工則要相信管理者在培訓過程中提出的意見，管理者所提出的意見是站在整個組織的立場上，是為每一個人在思考，而不單只針對某一個個體。總之，管理者說一套做一套的做法必然會使員工對培訓產(chǎn)生疑慮。</p><p>　　4、假設員工掌握了培訓的知識。</p><p>　　永遠不要假設，我們要以事實說話。眾所周知，要檢驗員工是否已經(jīng)掌握了培訓所學到的知識，我們

46、可以通過尋求員工的反饋并讓他們示范培訓中學到的知識，從而使你能確保員工已經(jīng)掌握了培訓的知識。除非讓員工進行培訓評估并提供反饋意見，否則管理層無法確定員工正在實施的程序和步驟是否正確，是否符合規(guī)范作業(yè)的標準，那么我們的培訓投入也能夠從中看到收益。我們有很多方法來檢驗員工在培訓中所學到的知識，其中，角色扮演是一種對于培訓和員工評估都有效的方法。所謂角色扮演，是指向被測試者描述一種假象的工作環(huán)境，讓受測者想象它真的發(fā)生了，并按要求作出行為反應

47、，評價者對受測者的言語和非言語行為及行為的有效性進行評價，是一種行為模擬技術。運用這種方法，可以對雇員在面對工作任務時的反應，如何開展工作等進行很好的觀察和判斷，能夠方便管理者對員工接受培訓后學到的知識進行很好的檢測。</p><p>　　5、從來不參與培訓。</p><p>　　管理者一定要在員工的培訓過程中發(fā)揮積極的作用。這里所說的積極作用不光是指在培訓前動員鼓舞大家參加培訓，也不僅僅

48、是指管理者如何積極的策劃組織一場培訓，它同時也包括管理者要積極主動的參與到培訓活動中，去現(xiàn)場聽聽相關的培訓課程，或是同培訓的參加人員進行溝通與交流等等。管理者的存在本身將提高員工的贊賞和信任，同時也增強了自己的威信和親和力。沒有什么可以替代管理者通過參與培訓而掌握到的第一手資料。管理者親身參加培訓，可以了解到很多信息，比如培訓講師是否合適，上課的氛圍如何，學員學習的狀況如何，對培訓有什么其他的要求等等，這些都將對提高培訓的效率和質量有非

49、常大的幫助，是非常寶貴的資料。</p><p>　　6、假設培訓是萬能的。</p><p>　　培訓并不能解決所有問題，我們不能指望組織一次專業(yè)技能培訓，然后全體雇員今后在工作中遇到相關的問題都能夠解決，這是不現(xiàn)實的。管理者必須確保在培訓過程中為雇員提供適當?shù)墓ぞ吆妥罴训膯T工服務，創(chuàng)造舒適的氛圍，從而使培訓達到管理者期望的效果。這可能包括工藝、技術、反饋機制、經(jīng)常性培訓等。為了實現(xiàn)預期的效

50、果，必須開發(fā)出一個綜合的培訓過程。最好能夠將培訓工作制度化，形成一項機制，建立結構化的培訓體系。這其中包括培訓需求的征集、培訓計劃的制定、培訓課程和培訓方式的選擇，培訓效果的評估等等。只有具備一套完整的培訓體制，培訓工作才能合理而有序的實施。我們不假設培訓是萬能的，也不指望培訓能夠解決所有問題，我們期望的是培訓工作的實施能夠達到預期的效果。</p><p>　　7、培訓計劃缺乏戰(zhàn)略性，也沒有考慮員工的工作周期性。

51、</p><p>　　培訓是不是一個一次性事件，答案是否定的。實施一項培訓項目，不能說培訓結束整個培訓工作就終止了，它必須和后續(xù)的培訓工作發(fā)生聯(lián)系，因為所有的工作都是為企業(yè)戰(zhàn)略而服務的，也就是說我們必須根據(jù)企業(yè)的經(jīng)營發(fā)展戰(zhàn)略來制定培訓計劃。再者，如果只對員工進行一次培訓，沒有定期對培訓進行鞏固，那么員工在培訓中學到的戰(zhàn)略知識和經(jīng)驗教訓必然會被遺忘，那么我們的培訓投入得不到相應的回報，企業(yè)的發(fā)展也得不到實現(xiàn)。此時，

52、管理者需要討論的是何種與戰(zhàn)略規(guī)劃相關的培訓需要被提供？為什么培訓會發(fā)生？培訓的理想效果是什么？員工怎樣從培訓中獲益？</p><p>　　8、每年直到第四季度才去評估員工培訓后有否進步。</p><p>　　通常培訓評估都會被放在一年將要結束的時候進行，也就是在年底的時候對全年所開展的所有培訓項目進行總結、評估，并在此基礎上開展下一年度的培訓需求征集。通過這種方式是不可能進行準確評估的，因

53、為很多培訓效果的轉化都是在培訓剛結束時或者過一段時間體現(xiàn)的最為明顯，否則很難再對其進行評估。通常，培訓評估需要貫穿全年。對培訓的增量調整和精確調整會在一年的任何時候發(fā)生。這是管理者保持企業(yè)正常運轉，通過對培訓的審查和調整，最大限度地為員工服務的唯一方法。當然，培訓者和問責制是培訓評估的關鍵因素。教練和問責制應該是一個全年不斷的過程，以確保員工保持他們學到的新技能并沒有恢復到以前的水平。</p><p>　　9、每

54、年與員工進行一次鼓舞士氣的談話并預期一次是否足夠。</p><p>　　這正好與每年不應該只在第四季度進行一次培訓評估的思想一致。同樣，管理者不僅應每年對員工進行一次動員講話，并期望這次講話足以激勵和推動員工正確的執(zhí)行你設定的培訓計劃，而且要想得更遠一些，最好能與企業(yè)的經(jīng)營戰(zhàn)略保持很好的一致性。首先，激勵員工應該是一個公司最先考慮的業(yè)務流程。這甚至可能包括正式的獎勵和表彰計劃，以保持員工的動力，從而使他們達到管理

55、者預期的效果。</p><p>　　除了動力，持續(xù)的培訓應該是管理者計劃的一部分。如前所述，您的培訓計劃應不斷地進行評估和調整。員工需要不斷地進行培訓和再培訓，對學到的知識進行復習和補充。</p><p>　　10、進行戰(zhàn)略規(guī)劃會議。</p><p>　　每年以同樣的方式與外界受過培訓的人進行戰(zhàn)略規(guī)劃會議，從而使自己有一個全新的面貌（擁有新的視野和處理事情的方法）。