工商管理外文翻譯---培養(yǎng)學(xué)生員工優(yōu)質(zhì)的業(yè)務(wù)-工商管理(已改無錯字)
2023-03-03 10:51:17 本頁面
【正文】 mployees 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 paraprofessionals, are a part of ongoing patron services or production (technical services) units of the library and often receive mixed signals regarding the time that they spend training and managing student employees. Is managing student assistants an important aspect of the supervisor’s job description? Is this aspect addressed on the supervisor’s evaluation? Is the supervisor expected to provide the same output or level of service while they are selecting and training student employees? Answers to these questions are very important to the establishment of a quality training program. The student employee supervisor must be given time at the beginning of the semester to select, orient, and train the students. These responsibilities should be regarded as important enough to be part of the job description and evaluation. Only when the student employee supervisor is empowered to succeed can one begin with the training process. The basics of good training hold true for student assistants as well as all other employees. As Carolyn Nilson stated: Good training is designed around specific tasks of a specific job. Its success is measured by how well a person can do those specific tasks after training. Welltrained employees will be capable of doing better quality work, and for many the personal satisfaction of doing a good job is a powerful motivator to do an even better job in the In addition to instructing student employees in the skills needed to carry out a task, good training clarifies job procedures and standards of acceptable performance. An effective training program identifies the order of training—what needs to be learned first
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