工商管理外文翻譯---培養(yǎng)學生員工優(yōu)質的業(yè)務-工商管理-展示頁
2025-01-31 10:51本頁面
【正文】 ing designed around specific Janice Burrows raised the issue of training students whose cultural orientation is not the dominant one and called for a variety of training Charlene Clark discussed the interrelationship among training, motivation, and recognition to increase the mitment and retention of student employees. 7 Mary Nagel and Jeanne Molloy described a successful program, using experienced student employees as training supervisors. 8 Finally, a very helpful work is Sheila Creth’s Effective OntheJob Training. 9 Although not written specifically for student employees, the techniques and suggestions that she offers are extremely valuable to anyone involved in training in libraries. Rather than look at specific delivery vehicles for training student employees, which the above articles and others cover well, this article presents a conceptual model for training student employees that can use various modes of training appropriate for the size and culture of the individual institution. UNIQUE PROBLEMS OF TRAINING STUDENT EMPLOYEES There are several issues that make training student employees different from training regular, fulltime staff. First, because students are parttime employees, it takes approximately four student employees (given they work an average of 10 hours per week) to equal one fulltime employee. This increases the plexity and the amount of time needed for training. Because of their parttime and student status, student employees have only a partial mitment to their employment. In addition, their knowledge and understanding of what a library is and does can be very limited. Clearly, new student employees have a tremendous amount to learn about the library and their own work situation. Second, the training needs to be pleted in a short period of time. Most academic libraries expect to open and provide service the first day of class. Thus, it is essential that the students employed, at least in public services, be trained as quickly as possible so patrons can receive quality service. Third, a large number of people need to be trained at the same time. Depending on turnover rates and the type of institution, there can be between 33% and 100% turnover in a given year. Therefore, a minimum of one third of the total student work force (figuring normal turnover rates) may have to be trained at the same time. These three points taken together make it essential that a formal program of training be established. All new employees deserve quality orientation and training, which should be done in a formal manner to assure that nothing is left out. The reality of the situation is that such training frequently does not occur. It may be possible for some small libraries to provide training for new employees on an ad hoc basis, but that simply does not work well in most institutions given the large number of student employees. One of the mon pitfalls in the area of training student employees is that all student employee supervisors have other responsibilities in the library in addition to supervising student employees. These individuals, usually paraprof
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