在職培訓(xùn)畢業(yè)設(shè)計(jì)外文資料翻譯-資料下載頁(yè)
2024-11-24 03:48本頁(yè)面
【導(dǎo)讀】在職培訓(xùn)一般是在正常工作條件下對(duì)工作技能的培訓(xùn)。常包括口頭和書(shū)面指示，示范和觀察，動(dòng)手實(shí)踐和模仿。過(guò)程涉及一個(gè)通常是主管或有經(jīng)驗(yàn)的員工傳遞知識(shí)和技能到一個(gè)新手。此前，異地培訓(xùn)教室的出現(xiàn)，唯一的任務(wù)。在職培訓(xùn)是一種職業(yè)培訓(xùn)，在美國(guó)它是一種對(duì)非管理雇員培訓(xùn)的主要形式。多研究表明，它是最有效的職業(yè)培訓(xùn)形式。在職培訓(xùn)大部分是由私營(yíng)部門(mén)提供，但。最廣泛的研究培訓(xùn)計(jì)劃由聯(lián)邦立法的贊助。正式的類型是課堂培訓(xùn)，他們主要在企業(yè)內(nèi)部不同的部門(mén)進(jìn)行。在職培訓(xùn)是一種重要的投資考慮到大約30%的新工人的時(shí)。培訓(xùn)理應(yīng)實(shí)施公司設(shè)計(jì)的系統(tǒng)的培訓(xùn)方案。出應(yīng)包括學(xué)員能夠完成規(guī)定的培訓(xùn)目標(biāo)分配的任務(wù)。美國(guó)公司更加重視與股東，客戶和供應(yīng)商。度在很大程度上依賴于在職培訓(xùn)，更正規(guī)的方式，但比在美國(guó)或日本。不同于日本制，德國(guó)學(xué)員一般都不能在企業(yè)中接受培訓(xùn)。對(duì)一般工人的教育以及包括實(shí)習(xí)訓(xùn)練，認(rèn)證和許可的在職培訓(xùn)。
【正文】 milar to an MBA Japanese managers often begin their careers by doing production work and are trained by being rotated through a broad range of a firm39。s operations until they bee toplevel managers. The German system of job training is also an influential model in jobtraining policy debates in the United States The German system relies heavily on onthejob training, but in a more formal manner than in the . or Japan. About 80 percent of Germans have pleted vocational education programs, which prepares them for one of 400 occupations. The system supports approximately million apprentices at a time, with an estimated $8,400 (. dollars) spent per year for each apprentice. Though vocational education is overseen by a federal government agency, training takes place largely within firms. These firms take responsibility for the daily supervision of trainees and for the administration of certification exams. Unlike the Japanese system, trainees in Germany generally do not bee employees at the firms in which they received their training. That is, trainees are prepared for the job market at large, not the socalled internal labor market within the firm as in the Japanese system. This difference is a reflection of the lifetime employment system in Japan, in which firms benefit directly from investments made in entrylevel onthejob training. Germany and Japan both have lower employee turnover rates than in the United States, however. In this sense, . firrns run a higher risk in investing in ongoing onthejob training for their workers, in that they are less able to secure returns from that training. JOINT TRAINING PROGRAMS During the 1980s and 1990s, there was a rapid expansion in the number of joint unionmanagement training programs in the United States These programs were most extensive in the automotive, munications, steel, and construction industries, as well as in the public sector. Joint programs offer general worker education as well as onthejob training, including apprenticeships, certifications, and licensing. The growth of joint training programs is a reflection of the greater emphasis that firms placed on training after the 1970s. This was based on the rapid pace of technical change that often required new forms of work anization, such as flexible and justintime production. In these forms of production, workers generally are required to perform a greater number of tasks than with traditional mass production techniques. Joint onthejob training programs have also been established between labor unions and institutions of higher education in the form of joint apprenticeship training. The pioneering programs were established under a grant by the . Department of Labor to the International Union of Operating Engineers in 1972. These programs typically give college credits to apprentices engaged in onthejob training, and these apprentices enroll in college courses for related education. Courses are taken mainly in twoyear colleges but also in university labor education centers. An increasing number of these programs emphasize background education in labor studies in addition to the more technical aspects of the apprenticeship.
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