【正文】 練 后，員工很少能有一個(gè)真正的“感覺”， 在一個(gè)現(xiàn)實(shí)的環(huán)境中 把所學(xué)的技能 進(jìn)行落實(shí) 。 在團(tuán)隊(duì)訓(xùn)練中，管理者 的想法是 ,可以 通過訓(xùn)練了解員工 對于一些假設(shè)性問題 的處理方法，來推斷 在以后面對類似情況的工作中，員工 如何能更有效地去 解決實(shí)際問題 。 把軟技能轉(zhuǎn)化成現(xiàn)實(shí)的生產(chǎn)力是每個(gè)在職人員需要思考的 。 “軟技能” 的 培訓(xùn) 之前說到，邊做邊學(xué)的好處 在 很多年前就被認(rèn)可了。除非這些 公司把 培訓(xùn) 的內(nèi)容定為特定的一些 技能 ,然而 ,這個(gè)可能性 很小。對于員工 來 說 ,他們必須具有從事某項(xiàng)工作所必備的技能等 。試想一下，如果你需要手術(shù) ,你 希望 主治 醫(yī)生是在展示醫(yī)學(xué)院 所學(xué)到的理論還是一個(gè)外科技術(shù)熟練 的人 ? 最近 ,一些培訓(xùn)“大師”對 人才培養(yǎng)模式 的相關(guān)問題展開了討論 ,他們認(rèn)為 ,教育 人們?nèi)绾嗡伎急冉?他們 具體 的 技能更重要。能力 的獲得 比知識(shí) 的學(xué)習(xí) 更 加 重要， 它能 構(gòu)成真 正 的能量。但這樣 的學(xué)習(xí)也很花時(shí)間， 很多公司為了短期 的 方便和利潤，犧牲了長期 的 收益。教育通常發(fā)生在 教室里 ,它包括以 正式的 方法將知識(shí)傳授給你 ,比如講座和直接的討論 等 。這 并 沒有減弱培訓(xùn)計(jì)劃的重要性， 但 卻從本質(zhì)上給予培訓(xùn)經(jīng)理 一種取得必然 成功的信任度。 員 工培訓(xùn)的基本目的是提高 工作效率， 其他結(jié)果都是輔助的或者是附帶的。 不論培訓(xùn)的原因 是什么， 培訓(xùn)的程度 怎么樣 ，在近幾年，員 工 對 培訓(xùn)的需 求大大增加， 它和社會(huì)科技的快速發(fā)展 ，尤其是商 業(yè)和工業(yè)的發(fā)展直接相關(guān) ?，F(xiàn)在，幾乎所有的公司都 會(huì) 為 新 進(jìn) 員工提供 一定的 培訓(xùn)。s time and money. It is important to remember that training should only involve tangible, handson skills and observable behaviors. Training goals and objectives should not involve feelings and emotions. To enhance the employee39。中文 3665 字 本科畢業(yè)論文（設(shè)計(jì)） 外文翻譯 外文題目 Designing effective employee training programmed 外文出處 Training for Quality， 2020（ 5）： P52– 57 外文作者 Aaron W. Hughey and Kenh J. Mussnug 原文： Designing effective employee training programmed Aaron W. Hughey and Kenh J. Mussnug Employee training is far more prevalent today than it was ten years ago. Today, almost all panies provide some type of training for their employees. For some panies, training is a very formal process. Entire departments are devoted to conducting both initial and ongoing employee training programmed. Other panies bring in outside consultants to conduct employee training sessions. The motivation for providing such training varies considerably from organization to organization. A few panies are genuinely mitted to enhancing the skills and petences of their workforce. Other panies conduct training primarily to meet required job safety regulations. Sadly, many panies conduct training simply for appearance39。s financial stability. Think about it. If you needed an operation, would you want a physician performing the procedure who is educated in medical theory or one who is trained in surgical technique? Recently, a few training gurus have taken issue with the training model discussed here and have argued that teaching people to think is more important that teaching specific skills. The response of the informed training manager to such criticism is quite elegant. Thinking is a skill just like any other. It is selfevident that, in the future, employees will need better decisionmaking and problemsolving skills to survive and remain employable. But their need for highly specific skills and petences will only increase with the passing of time. For someone to be functional, they have to be able to do something. A final note about learning by doing. Many training programmed focus on the modification of employee behavior in a direction that is deemed advantageous to both the pany and the individual. This may even be the primary purpose of the entire training programmed. Unless these types of training ventures focus on specific skills and petences, however, the odds against them are monumental. The desire to change behavior in a positive direction is, in and of itself, an admirable goal. But for behavior change to be permanent, it must be linked to the acquisition of new petences. When employees learn new skills, their behavior inevitably changes. Behavior change is best realized as a byproduct of other forms of training. Soft skills training As a