[雙語翻譯]員工培訓(xùn)外文翻譯--員工培訓(xùn)有效性研究文獻(xiàn)綜述

1、5100 英文單詞， 英文單詞，2.9 萬英文字符，中文 萬英文字符，中文 8800 字文獻(xiàn)出處： 文獻(xiàn)出處：Chidambaram V, Ramachandran A. A Study on Efficacy of Employee Training: Review of Literature[J]. Business Theory & Practice, 2012, 13(3):275-282.A STUDY ON EFFI

2、CACY OF EMPLOYEE TRAINING: REVIEW OF LITERATUREChidambaram Vijayabanu, Ramachandran AmudhaAbstractThe success of any organization depends on appropriate use of human assets available in the organization. All other assets

3、 could only be supplementary to human assets. Towards augmenting the human resources and to cope with changes – both internal and external, the organization has to concentrate necessarily on developing the ability, wisdo

4、m and skills of its workforce. For the development of human asset, ‘training’ becomes the base. Training is a tool to attain individual, organizational needs related to the jobs undertaken and is also intended to improve

5、 the work culture of the group involved in a group task. An ideal training programme can be expected to change the attitude, skills and develop forward vision of the participants towards the task. This paper summarizes t

6、he results of the literature review on the effectiveness of training programmes of employees from diverse perspective.Keywords: training, learning, organization, group, individual, effectiveness.1. IntroductionThe Worker

7、s or Employees working in or for an organization are now being considered as ‘human assets’ even though different terms like ‘staff ’, ‘manpower’, ‘personnel’, etc. are still in currency. The emerging trend is to treat t

8、hem as ‘human assets’ or ‘human resources’. The success of any organization depends on appropriate use of human assets available in the organization. All other assets could only be supplementary to human assets. Towards

9、augmenting the human resources and to cope with changes – both internal and external, the organization has to concentrate necessarily on developing the ability, wisdom and skills of its workforce. The training effectiven

10、ess is dependent on two considerations, (1) Trainers are fully responsible for training and if the employees do not show results, the trainer should be held accountable (2) Training effectiveness depends on the kind of a

11、tmosphere and culture that is prevalent back at home (Mehta 1970). Training programmes should focus on corporate planning, organizational development and personnel management (Srinivasan 1977).Constant changes take place

12、 in the internal and external levels of business units. It is necessary for the organization to restructure and reinforce the human assets to adapt itself to changes. Business does not have unanimous methodologies for ev

13、aluation and it depends on suitability (Bivainis, Morkvenas 2008). It is of paramount importance to any organization to strive for the development of its employees as esteemed members of the organizational management tea

14、m. For the development of human asset, ‘training’ becomes the base. Training is a tool to attain individual, organizational needs related to the jobs undertaken and is also intended to improve the work culture of the gro

15、up involved in a group task. An ideal training programme can be expected tochange the attitude, skill and develop forward vision of the participants towards the task. This paper summarizes the results of the literature r

16、eview on the effectiveness of training programmes of employees from diverse perspective.found training programmes less effective with respect to their contributions to job per- formance, they did endorse the usefulness o

17、f formal training (Maheswari 1981). A shift from knowledge to attitude is the main objective of training and identifies three areas of training: technical, skills and knowledge. He suggests that the emphasis on these thr

18、ee must vary according to the levels of the employees (Bhatia 1981).A study on graduate engineering trainees in three large Public Sector Organizations found that the trainees perceived both the method and contents of th

19、e training as demotivating and dissatisfying (Agarwal 1982). Training forpersonnel managers should be directed towards attitudes andbeliefs underlying managerial philosophy andtheir inter relatedness (Seth 1984). The nee

20、d for behavioural inputs is vital in any training programme organized for supervisors (Ghosh 1984). The study is evaluating management training and development deals with pre-training evaluation. The study includes evalu

21、ation of training context, input evaluation, post- training evaluation, transfer of learning and job improvement. The study is suggested for job evaluation as a follow- up after six months to one year. All these aspects

22、have been evaluated for the executives training programme organized in the ‘Administrative Staff College’, Hyderabad, which brings out the impact of institutional programmes (Virmani, Seth 1985). Two models have been sug

23、gested to evaluate training effectiveness. First is the expectation achievement model consisting of matching post- training achievement with pre- training expectation of the boss, peers, the sub-ordinates and trainee him

24、self. The second is the experimental control group model where a group of employees who have gone through training is compared in terms of their performance with those who have not (Sikka 1985).The data have been collect

25、ed from 119 managers in the steel industry who had attended training in a company or external training programmes. A questionnaire has been administered and responses are tallied. Most respondents were found to be satisf

26、ied with the instructors, the size of training group, the training duration, the reading material and the training equipment. They all thought that the environment did help in carrying out some of the learning that took

27、place during training (Jain 1985). In the work-Evaluation methodology for training based on various research findings of Food and Agricultural Organizations of United Nations, recommended systematic evaluation for ‘a(chǎn)gric

28、ultural training’ programmes is organized by agriculture extension agencies. Andhra Pradesh State Electricity Boar devaluated particularly growth, organization structure and problems in achieving managerial performance.

29、It has brought out objectives of training and course content, method followed for effective training in service undertaking (Bhatnagar 1987).Human resource Development in Public Enterprise dealt with a conceptual analysi

30、s of Human Resource Development, organizational development, performance appraisal and carrier development of Steel Authority of India Limited (Bansal 1991). In the study on HRD practices in Indian industries a comparati

31、ve study of BHEL and National Fertilizers Limited was made with various Human Resource Development concepts, objectives and practices and considered training as a sub-system (Jain 1996).The previous studies based on inst

32、itutional training programmes do not evaluate how they benefit to the industries concerned. The institutional training programmes do not concentrate on future needs of individual organizations, which vary in environment

33、and production process. So, the environmental condition among the centers of learning and applications of learning are not homogeneous. Further, the impact of training depends on the caliber of the participants, which va