1、本科毕业论文（设计）外文翻译题目基于胜任力的A公司培训课程体系研究学院商学院专业人力资源管理班级学号学生姓名指导教师外文题目COMPETENCYBASEDORATRADITIONALAPPROACHTOTRAINING外文出处TD外文作者DUBOIS,DAVID1ROTHWELL,WILLIAM2原文COMPETENCYBASEDORATRADITIONALAPPROACHTOTRAININGANEWLOOKATISDMODELSANDANANSWERTOTHEQUESTION,WHATSTHEBESTAPPROACHYOUMIGHTTHINKOFEMPLOYEETRAININGASAPROC
2、ESSOFHELPINGINDIVIDUALSADJUSTTOTHECORPORATECULTUREOFANORGANIZATIONANDBECOMEORREMAINPRODUCTIVEASCOMPETITIVE,TECHNOLOGICAL,ANDORGANIZATIONALCONDITIONSCHANGETHISARTICLECOMPARESTRADITIONALANDCOMPETENCYBASEDVIEWSOFEMPLOYEETRAININGTOTHATEND,ITADDRESSESANDANSWERSTHESEQUESTIONSWHATISEMPLOYEETRAININGWHATAREC
3、OMPETENCIES,ANDWHYARETHEYIMPORTANTHOWISTRAININGTRADITIONALLYCARRIEDOUTHOWCANTRAININGBECOMECOMPETENCYBASEDWHATARETHEADVANTAGESANDCHALLENGESOFACOMPETENCYBASEDAPPROACHTOEMPLOYEETRAININGWHENSHOULDTRAININGBECOMECOMPETENCYBASED,ANDWHENSHOULDITBEHANDLEDTRADITIONALLYWHATMODELSCANGUIDECOMPETENCYBASEDTRAINING
4、HOWCANTHEMODELOFCOMPETENCYBASEDTRAININGBEIMPLEMENTEDTHESEQUESTIONS,ANDOURANSWERSTOTHEM,PROVIDETHOUGHTPROVOKINGWAYSTOCOMPAREANDCONTRASTATRADITIONALTOACOMPETENCYBASEDAPPROACHTOTRAINING“TRAINING,“ACCORDINGTOTHEASTDREFERENCEGUIDETOWORKPLACELEARNINGANDPERFORMANCEHRDPRESS,2000,“ISASHORTTERMLEARNINGINTERVE
5、NTIONITISINTENDEDTOBUILDONINDIVIDUALKNOWLEDGE,SKILLS,ANDATTITUDESTOMEETPRESENTORFUTUREWORKREQUIREMENTS“TRAININGSHOULDHAVEIMMEDIATEANDHIGHLYSPECIFICIMPACTONWORKPERFORMANCEANDBEGROUNDEDONREQUIREMENTSOFANORGANIZATIONANDITSUNIQUECORPORATECULTUREINTHATRESPECT,ITDIFFERSFROMEDUCATIONANDEMPLOYEEDEVELOPMENT,
6、WHICHPREPAREPEOPLEFORWORKANDLIFETHEREAREVARIOUSTYPESOFTRAININGREMEDIALORBASICSKILLSORIENTATIONQUALIFYINGSECONDCHANCECROSSTRAININGRETRAININGOUTPLACEMENTREMEDIALTRAININGHELPSPEOPLEMEETTHEBASICSCREENINGORENTRYLEVELREQUIREMENTSFORAJOBORIENTATIONTRAININGHELPSINDIVIDUALSBECOMESOCIALIZEDINTOACORPORATECULTU
7、REQUALIFYINGTRAININGHELPSPEOPLEBECOMEPRODUCTIVE,MEETINGTHEBASICPERFORMANCEEXPECTATIONSOFTHEWORKTHEYREHIREDTOPERFORMSECONDCHANCETRAININGISGIVENTOPEOPLEWHOARENTPERFORMINGINLINEWITHORGANIZATIONALWORKSTANDARDS,ANDISLITERALLYASECONDCHANCEBEFORETHEYRETRANSFERREDORTERMINATEDCROSSTRAININGHELPSPEOPLEMASTERNE
8、WJOBSORNEWJOBSKILLSRETRAININGPROVIDESUPGRADINGTOKEEPSKILLSCURRENTASTECHNOLOGICALORORGANIZATIONALCONDITIONSCHANGEOUTPLACEMENTTRAININGPREPARESEMPLOYEESFORDEPARTUREFROMANORGANIZATIONINTHEWAKEOFRETIREMENT,DOWNSIZING,RIGHTSIZING,SMARTSIZING,OROTHERSTAFFINGCHANGESRECENTRESEARCHSUGGESTSANINCREASEINSPENDING
9、ONTRAININGIN1998,THEAMOUNTSPENTONCORPORATETRAININGWASUS625BILLIONACCORDINGTOINDUSTRYREPORT1999THEASTD2003STATEOFTHEINDUSTRYREPORTSTATESTHATOVERALLEXPENDITURESFORTRAININGINCREASEDFROM734IN2001TO826IN2000ONAPEREMPLOYEEBASISAMONGASTDSBENCHMARKINGORGANIZATIONSAFUTURESEARCHCONFERENCE,HELDINJUNE2001INCONJ
10、UNCTIONWITHTHE2001ASTDINTERNATIONALCONFERENCE,THEACADEMYFORHUMANRESOURCEDEVELOPMENT,ANDASTDSRESEARCHTOPRACTICENATIONALCOMMITTEEHADTHETHEME,“SHAPINGTHEFUTURELEADINGWORKPLACELEARNINGANDPERFORMANCEINTHENEWMILLENNIUM“ABOUT65SPECIALLYSELECTEDEXPERTSDISCUSSEDTHEIRPERSPECTIVESONTHEFUTUREOFTHEFIELDANDVOTEDO
11、NTRENDSTHATTHEYBELIEVEDWOULDIMPACTWORKPLACELEARNINGANDPERFORMANCETHETOP10TRENDAREASIDENTIFIED1MONEY2DIVERSITY3TIME4WORK5WORLD6MEANING7CHANGE8KNOWLEDGE9TECHNOLOGY10CAREERSWHATARECOMPETENCIESWHYARETHEYIMPORTANTWEWILLPROCEEDTOANSWERTHATQUESTIONBYPROVIDINGTHEUNDERLYINGFOUNDATIONFORUNDERSTANDINGTHEMEANIN
12、GOF“COMPETENCIES“OPERATIONSMANAGERSANDHRPRACTITIONERSAREEQUALLYRECOGNIZINGTHAT“WORK“IS“IN“AND“JOBS“ARERAPIDLYBECOMING“OUT“WHYRAPIDCHANGEINORGANIZATIONSINTHEWORKTHATMUSTBEDONEANDHOWITMUSTHEDONEHASRENDEREDTHENOTIONOFAJOBTOBEOBSOLETEINSTEAD,ONCEITBECOMESKNOWNTHATSOMEBODYOFWORKMUSTBEACCOMPLISHED,OPERATI
13、ONSMANAGERSARETURNINGFIRSTTOANSWERTHEQUESTION,WHATHUMANCAPABILITIESORTRAITSMUSTTHEWORKERHAVEINORDERTOPRODUCETHISWORKIN,PREFERABLY,ANEXEMPLARYMANNERONTIMEANDATAHIGHLEVELOFQUALITYTHERESULTSOFANEMPLOYEESWORKARE“OUTPUTS“OR“RESULTS“WORKERSPERFORM“TASKS,“WHICHARECONVENIENTLYDEFINEDUNITSOFWORKTHECOMPLETION
14、OFWHICHLEADSTOONEORMOREOFTHERESULTSOROUTPUTSEXPECTEDOFTHEMTASKPERFORMANCEISDRIVENBYHOWAWORKERUSESHISORHERCOMPETENCIESORTRAITSTHATMUSTBEPRESENTANDUSEDINAPPROPRIATEWAYSTOSUCCESSFULLYACHIEVEPRESCRIBEDWORKOUTCOMESSUCHTRAITSINCLUDEAPERSONSKNOWLEDGEORBODYOFKNOWLEDGE,SKILLS,THOUGHTPATTERNS,MINDSETS,SOCIALR
15、OLES,ORSELFESTEEMWITHOUTTHEUSEOFCOMPETENCIESATTHECORRECTSTRENGTH,PERFORMANCEOFANYKINDISIMPOSSIBLEHRPROFESSIONALSCOINEDTHEACRONYMKSASKNOWLEDGE,SKILLS,ANDATTITUDESTOCHARACTERIZETHEHUMANDIMENSIONBYEXAMININGTHEDEFINITION,ITALMOSTGOESWITHOUTSAYINGTHATTHE“ATTITUDES“ELEMENTOFTHATTRIADISACOMPLEXCOLLECTIONAN
16、DMUSTNOTBEOVERSIMPLIFIEDWHENIDENTIFYINGTHECOMPETENCIESREQUIREDFORSUCCESSFULPERFORMANCEOFANYTYPETHECOMPETENCIESREQUIREDBYWORKERSTOPERFORMABODYOFWORK,ANDASETOFWELLDEFINEDBEHAVIORALINDICATORSFOREACHCOMPETENCY,AREORGANIZEDINTOACOMPETENCYMODELABEHAVIORALINDICATORDESCRIBESABEHAVIORONEWOULDEXPECTTOOBSERVEW
17、HENACOMPETENCYISBEINGUSEDINANAPPROPRIATEMANNERDURINGWORKCOMPLETIONEACHCOMPETENCYWILLUSUALLYHAVEFROMONETOFIVEORMOREBEHAVIORALINDICATORSASSOCIATEDWITHITCONSEQUENTLY,COMPETENCYMODELSGOBEYONDSIMPLYDESCRIBINGTHETRAITSANEMPLOYEEMUSTHAVETOSUCCESSFULLYPERFORMWORKTHEYALSOCAPTUREELEMENTSOFHOWTHOSETRAITSSHOULD
18、BEUSEDINTHEORGANIZATIONCONTEXTORWORKSETTINGCOMPETENCYMODELS,THEN,INCLUDEELEMENTSOFANORGANIZATIONSEXPECTATIONSORCULTURELETSADDRESSTHEROLEOFCOMPETENCIESINVARIOUSEMPLOYEETRAININGSETTINGSHOWISTRAININGTRADITIONALLYCARRIEDOUTTRAININGMAYBEUNPLANNEDORPLANNEDWHENITSUNPLANNED,PARTICIPANTSAREASKEDTOSHADOWEXPER
19、IENCEDPERFORMERSTHATMAYINVOLVE“SITTINGBYNELLIE“OR“FOLLOWINGJOEAROUNDTHEPLANT“ITSRARELYEFFECTIVEBECAUSEPEOPLECANTLEARNHOWTOPERFORMBYMERELYWATCHINGOTHERSPERFORMWHENTRAININGISPLANNED,ITPROBABLYFOLLOWSANAPPROACHBASEDONTHEINSTRUCTIONALSYSTEMSDESIGNMODELTHEISDMODELISASYSTEMATICAPPROACHTOTRAININGMANYMODELS
20、DEPICTINGISDHAVEBEENPUBLISHED,BUTTHEYHAVESEVERALIMPORTANTFEATURESINCOMMONTHEISDMODELHASBEENPROVENTOBEEFFECTIVEINGETTINGRESULTSINIMPROVEDJOBPERFORMANCEUNFORTUNATELY,THISWELLKNOWNAPPROACH,WHILEEFFECTIVE,HASTHETENDENCYTOPLACEMUCHRESPONSIBILITYFORALLPHASESOFTRAININGANALYSIS,DESIGN,DEVELOPMENT,IMPLEMENTA
21、TION,ANDEVALUATIONONTRAINERSASACONSEQUENCE,LEARNERSANDTHEIRSUPERVISORSMAYLACKOWNERSHIPOFTHETRAININGOFFEREDTOADDRESSTHATPROBLEM,TRAINERSHAVEEXPERIMENTEDWITHALTERNATIVEAPPROACHES,INCLUDINGMODELSOTHERTHANTHEISDMODEL,THATATTEMPTTOMAKETRAININGAJOINTVENTUREORPLACEGREATERRESPONSIBILITYONTHELEARNERFORTAKING
22、INITIATIVEDUBOISPRESENTEDASTRATEGICANDSYSTEMATICAPPROACHTOCREATINGANDEVALUATINGCOMPETENCYBASEDEMPLOYEETRAININGANDOTHERPERFORMANCEIMPROVEMENTEXPERIENCESCALLED,THESTRATEGICSYSTEMSMODELSSMHASRECEIVEDWIDEACCEPTANCEANDAPPLICATIONBYPRACTITIONERSRESPONSIBLEFORMEETINGCOMPETENCYBASEDEMPLOYEETRAININGANDOTHERC
23、OMPETENCYBASEDEMPLOYEEPERFORMANCEIMPROVEMENTREQUIREMENTSINORGANIZATIONSETTINGSDUBOIS,ASOTHERSDO,ADVOCATESTHEWIDEPARTICIPATIONOFPEOPLEINANDEXTERNALTOTHEORGANIZATIONDURINGTHEKEYSTAGESOFTRAININGANALYSISTHROUGHSUMMATIVEEVALUATIONTHESTEPSOFTHESSMAREGENERALLYANALOGOUSTOTHESTEPSINTHEISDMODELTHESSMINCLUDEST
24、HEFOLLOWINGINTERDEPENDENTSTEPSATALLLEVELSOFTHEMODELFRONTENDNEEDSANALYSISASSESSMENTANDPLANNINGALIGNEDWITHTHEORGANIZATIONSSTRATEGICGOALSANDPLANSCOMPETENCYMODELDEVELOPMENTCURRICULUMPLANNINGLEARNINGINTERVENTIONDESIGN,DEVELOPMENT,ANDDELIVERYEVALUATIONTHEMODELISIMPLEMENTEDRELATIVETOFACTORSTHATAFFECTORGANI
25、ZATIONALANDEMPLOYEEPERFORMANCETHATARENOTONLYINTERNAL,BUTALSOEXTERNALTOTHEORGANIZATIONTHESTRATEGICSYSTEMSMODELISPARTICULARLYUSEFULTOPEOPLECONFRONTEDWITHDESIGNINGACURRICULUMTHATINCLUDESNUMEROUSTRAININGANDOTHEROPPORTUNITIESFORADIVERSEPOPULATIONOFEMPLOYEESINSYSTEMATICANDSTRATEGICCONTEXTSHOWCANTRAININQBE
26、COMECOMPETENCYBASEDTRAININGCANBECOMECOMPETENCYBASEDINATLEASTTHREEWAYS1BYREINVENTINGTHEISDMODELORUSINGTHESSM,2FOCUSINGATTENTIONONTRAININGTOBUILDINDIVIDUALCOMPETENCERELATIVETOACOMPETENCYMODELOFEXEMPLARYPERFORMANCE,OR3BUILDINGINDIVIDUALCOMPETENCEINAWORKTEAMCONTEXTTHOSEAPPROACHESARENTMUTUALLYEXCLUSIVE,B
27、UTTHEYDOREPRESENTDIFFERENTEMPHASESREINVENTINGTHEISDMODELTHISREQUIRESBUILDINGWORKERCOMPETENCERATHERTHANMATCHINGINDIVIDUALABILITIESTOWORKREQUIREMENTSTOTHATEND,AFOCALPOINTFORREINVENTIONCENTERSAROUNDTHETHIRDSTEPINTHEISDMODELRECALLTHATSTEPHASTYPICALLYINVOLVEDCONDUCTINGATRAININGNEEDSASSESSMENTTOIDENTIFYHO
28、WWORKERSMUSTTHINKINCLUDINGKNOWLEDGEANDSKILLSACQUISITION,FEEL,ANDACTTOPERFORMTHEIRWORKSUCCESSFULLYTHOSEPERFORMANCEREQUIREMENTSARETHENCOMPAREDTOWHATWORKERSACTUALLYKNOW,DO,ORFEELASTHEYPERFORMANEEDSASSESSMENTTRADITIONALLYFOCUSESONPINPOINTINGPERFORMANCEGAPSDEFICIENCIESOFKNOWLEDGE,SKILLS,ORATTITUDESTHATCA
29、NBECLOSEDTHROUGHTRAININGAKEYISSUEISTHEANSWERTOTHEQUESTION,WHATDOESITTAKEFORINDIVIDUALSTOBESUCCESSFUL,ANDEVENEXEMPLARY,INTHEIRWORKPERFORMANCETOANSWERTHATQUESTION,THEORGANIZATIONSDECISIONMAKERSMUSTENSURETHATACOMPETENCYMODELEXISTSFOREACHJOB,JOBCATEGORY,ORDEPARTMENTOBVIOUSLY,ITSNOTPOSSIBLETOUSECOMPETENC
30、YBASEDTRAININGWHENTHEORGANIZATIONDOESNTPOSSESSCOMPETENCYMODELSITMIGHTSOUNDEASYTOMOVETRAININGFROMITSTRADITIONALFOCUSONMEETINGNEEDSTOANEWFOCUSONBUILDINGCOMPETENCIES,BUTTHATSNOTTHECASETHEROLEOFTRAININGISACTUALLYEXPANDEDDRAMATICALLYWHENWESAYTHATWEMUSTTRAINPEOPLEHOWTOBECOMESUCCESSFUL,OREVENEXEMPLARY,PERF
31、ORMERSFORINSTANCE,THATMIGHTMEANTHATWENEEDTOPINPOINTANDBUILDCOMPETENCIESTHATGOBEYONDKSASTOINCLUDEMOTIVATIONLEVELS,PERSONALITYTRAITS,AWARENESSOFBODIESOFKNOWLEDGE,OROTHERVARIABLESTHATMAYDISTINGUISHEXEMPLARYFROMMERELYSUCCESSFULPERFORMERSTHEKEYTOMAKINGTRAININGCOMPETENCYBASEDISCENTEREDONHOWTHETRAININGNEED
32、SASSESSMENTPROCESSISCONDUCTEDANDWHATITSFOCUSISINSTEADOFLIMITINGATTENTIONTOWORKREQUIREMENTSWHICHISTHETRADITIONALAPPROACHTHEGOALISTODISCOVERDIFFERENCESBETWEENEXEMPLARYANDSUCCESSFULPERFORMERSHENCE,TRAININGMAYREQUIREMORETHANTHETRADITIONALFOCUSONPROVIDINGKNOWLEDGE,BUILDINGSKILLS,ORCHANGINGATTITUDESINDEED
33、,ITMAYINVOLVETHEMORECHALLENGINGACTIVITIES,NOTTRADITIONALLYASSOCIATEDWITHTRAINING,OFCHANGINGINDIVIDUALMOTIVATIONLEVELSANDCULTIVATINGTHEDEVELOPMENTOFPERSONALITYTRAITSTHOSEWILL,OFCOURSE,CALLFORACTIONSDIFFERENTFROMTHETRADITIONALDELIVERYMETHODSNOTALLCOMPETENCYDEFICIENCIESCANBEREMOVEDBYHAVINGANEMPLOYEEPAR
34、TICIPATEINAHIGHPOWEREDTRAININGPROGRAM,NOMATTERHOWINNOVATIVELYDESIGNEDORDELIVEREDFOREXAMPLE,HOWCANANORGANIZATIONTRAINITSEMPLOYEESTOBE“MOREPATIENT“IFTHECOMPETENCY“PATIENCE“ISCRITICALTOSUCCESSINTHEWORK,THENDECISIONMAKERSMAYWANTTOMODIFYTHESELECTIONCRITERIABYWHICHPEOPLEARECHOSENFORTHATJOBOTHERENHANCEMENT
35、SCANALSOBEMADE,ABOVEANDBEYONDCHANGESTOTHENEEDSASSESSMENT,TOMAKETRAININGCOMPETENCYBASEDFORINSTANCE,DURINGPERFORMANCEANALYSIS,TRAINERSMAYADOPTABROADERVIEWOFTHECHALLENGEFACINGTHEMTHANSEEKANANSWERTOTHETRADITIONALQUESTION,ISTHEPROBLEMCAUSEDBYALACKOFINDIVIDUALKNOWLEDGE,SKILLS,ORAPPROPRIATEATTITUDESORROOTE
36、DINSOMEOTHERCAUSETRAINERSMAY,INSTEAD,POSETHEQUESTIONAS,ISTHEPROBLEMCAUSEDBYALACKOFINDIVIDUALCOMPETENCEORANORGANIZATIONALORENVIRONMENTALFACTORTHATCANTBECONTROLLEDBYINDIVIDUALSIFTHEPROBLEMISCAUSEDBYADEFICIENCYININDIVIDUALCOMPETENCE,TRAININGISAPOSSIBLEWAYTOBUILDCOMPETENCEIFTHEPROBLEMISCAUSEDBYANORGANIZ
37、ATIONALORENVIRONMENTALFACTOR,MANAGEMENTACTIONISNEEDEDTOSOLVEITTHATBROADERFOCUSISWHATCEOSINCREASINGLYEXPECTFOCUSINGATTENTIONONTRAININGTOBUILDINDIVIDUALCOMPETENCEANOTHERWAYTOMAKETRAININGCOMPETENCYBASEDISTOFOCUSATTENTIONONBUILDINGINDIVIDUALCOMPETENCEINTHISAPPROACH,THERESPONSIBILITYFORTRAININGANDFORCOMP
38、ETENCYBUILDINGSHIFTSFROMTHEORGANIZATIONTOTHEINDIVIDUALWHILETHEORGANIZATIONREMAINSRESPONSIBLEFORCLARIFYINGTHECOMPETENCIESESSENTIALFORSUCCESSFULPERFORMANCEINAJOBCATEGORY,DEPARTMENT,OROCCUPATION,INDIVIDUALSAREEXPECTEDTOTAKEMORERESPONSIBILITYFORBUILDINGTHEIROWNCOMPETENCIESTHEYDOTHATBYBECOMINGMOREPROACTI
39、VE,TAKINGTHEINITIATIVETOASSESSTHEIRCOMPETENCIESAGAINSTEXISTINGCOMPETENCYMODELSSUPPLIEDBYTHEORGANIZATION,FOUNDINTHEIROCCUPATION,ORDEVELOPEDTHROUGHSELFINITIATEDEFFORTSSUCHASBYTALKINGTOMENTORSOREXEMPLARYPERFORMERSANDMAINTAININGA“COMPETENCYJOURNAL“OFWHATTHEYUNCOVERDURINGTHISPROCESSOFCONTINUINGSELFDISCOV
40、ERYWHENSHOULDEMPLOYEETRAININGBECOMECOMPETENCYBASED,ANDWHENSHOULDITBEHANDLEDTRADITIONALLYITSIMPORTANTTOUNDERSTANDWHENTRADITIONALTRAININGSHOULDBEUSEDANDWHENCOMPETENCYBASEDTRAININGSHOULDBEUSEDUSETRADITIONALTRAININGBASEDONTHEISDMODELWHENINSUFFICIENTRESOURCESAREAVAILABLETORESEARCHANDVALIDATEACOMPETENCYMO
41、DELSUFFICIENTTIMEISNTAVAILABLETOCOMPLETECOMPETENCYMODELINGWORKTHESHELFLIFEOFTHETRAININGORITSOBJECTIVESISSHORTTHETARGETEDTRAININGPOPULATIONISSMALLTHEWORKDOESNTHAVEASTRATEGICIMPACTONORGANIZATIONALSUCCESSUSECOMPETENCYBASEDTRAININGWHENRESOURCESAREAVAILABLETORESEARCHANDVALIDATEAQUALITYCOMPETENCYMODELTHEJ
42、OBANDTHETRAININGCONTENTHAVESIGNIFICANTLYHIGHSTRATEGICIMPACTONORGANIZATIONALSUCCESSTIMEISAVAILABLETODEVOTETOCOMPETENCYIDENTIFICATION,VALIDATION,ANDMODELINGTHETRAININGCONTENTSHELFLIFEISSUFFICIENTLYLONGENOUGHTOWARRANTTHEADDITIONALEXPENSEOFRESEARCHINGANDVALIDATINGTHECOMPETENCYMODELTHETRAININGPOPULATIONI
43、SLARGEENOUGHTOWARRANTRESOURCEEXPENDITUREITSESSENTIAL,ORDEEMEDMOSTAPPROPRIATE,TOFOCUSPERFORMANCETHATWILLACHIEVEEXEMPLARYRATHERTHANMERELYSUCCESSFULPERFORMANCEWHENTHELEARNERSRETURNTOTHEIRJOBS译文基于胜任力的培训还是传统的培训从一个新视角看ISD模式对这个问题的回答，基于能力或传统的培训，哪个是最好的方法你可以把员工培训看作帮助个人适应企业文化，以及使个人变得如同竞争、科技与组织间条件的变化一样具有生产力的过程，
44、这篇文章比较了传统的和基于胜任力的对于员工培训的观点。正是基于这个目标,本文阐述和回答了什么是员工培训这个问题什么是胜任力,以及他们为什么重要传统意义的培训是如何实施怎样的培训才可以成为基于胜任力的培训基于胜任力的培训面临什么优势和挑战什么时候培训成为基于胜任力的培训,什么时候基于胜任力的培训将被像传统培训一样执行什么模型可以指导基于胜任能力的培训基于胜任力的培训模型应该如何实施这些问题及我们对这些问题的回答,将提供发人深省的方法来比较和对比传统的培训方式和基于胜任力培训。根据在职学习与业绩表现的ASTD参考指南HRD出版社,2000，培训解释为“只是短期学习干预。它的目的是培养个人知识、技能
45、和态度,以满足现在或者未来的工作需要。”培训应该能对工作绩效有快速地、非常具体的影响，并为适应组织及其独特的企业文化的要求打好基础。就这方面而言,它不同于为人工作和生活作准备的教育和员工发展。以下有各种形式的培训矫正或基本技能培训；定向培训；任职资格培训；二次培训；岗位轮换培训；再培训；新职介绍治疗培训帮助人们满足工作对他们的初级筛选和入门的基本要求。定向训练帮助人们更好地融入企业文化。任职资格培训帮助人们卓有成效，满足他们完成他们被雇佣来完成的基本工作绩效的预期。二次培训是专门为没有达到组织工作要求的人所设定的，只有这些人达到要求，二次培训才会被停止。岗位轮换培训帮助人们掌握了新的工作或新工
46、作技能。再培训提供了一个持续升级，使得员工技能与科技和企业环境保持同步更新。新职介绍是为以退休、裁员、精简及其他职位转换等原因离开企业的雇员准备的。最近的研究表明用于培训的费用有所增加。根据1999年的行业报告，1998年用于企业培训的费用只有625亿美元，2003年ASTD国家行业报告指出，在ASTD标杆管理的组织中，培训的整体费用增加，从2000年的每位雇员734美元增长到2001年的每位826美元。一个称之为“未来探索会议”的大会在2001年6月，与ASTD国际会议同时召开。人力资源发展学会和ASTD理论联系实际国际委员会共同提出“构建未来，在新千年引领在职学习和表现”的主题。约65为精
47、挑细选的专家就这个领域的未来发表自己的观点，并为他们所相信的趋势投票，这些趋势有可能影响在职学习和表现。位于前10位的趋势领域被定义为1、财富2、多样性3、时间4、工作5、世界6、意义7、变化8、知识9、科技10、职业生涯什么是胜任力为什么他们重要我们将通过提供“胜任力”一词的潜在根源来继续回答这个问题，运营经理和人力资源从业人员都认为“职业”是“时髦”的，而“工作”迅速地变得“老土”。这是为什么快速变化，在组织、职业中必须被做以及如何做已经使得“工作”这个概念被淘汰。然而，如同众所周知的一样，职业的一些部分必须被完成，运营经理第一个想回答这个问题“职员必须拥有什么样的人类能力和特质来堪称经典
48、的完成工作”（准时的并且高效率的）雇员的工作结果是“产出”或“结果”。员工执行任务，可以被简单地定义为一系列的工作，是导致他们完成一个或多个公众对他们期望的“结果”或“产出”的完成。工作绩效是这样被驱动的，它取决于员工运用他的能力和特质，这些能力和特质必须用合适的方法被呈现和使用，来成功地达到规定的工作产出。这些特质包括个人知识或知识体、技能、思维模式、理念体系、社会角色或自尊。没有使用胜任力的正确力量，任何类型的绩效都是不可能的。人力资源专业人员创造了首字母为KSAS知识、技能和态度的缩写来描述人类特质维度。从对定义的检查来看，它几乎不能说是“态度”元素，定义任何类型为产出成功绩效的胜任力需
49、求时，都不可过于简单化，因为特质是一个复杂的结合。员工的胜任力需求用来完成大量的工作和一系列针对每个能力的被明确定义的行为标准，被组织成为胜任力模型。行为标准描述了一个行为，这个行为将期望被发现当一个胜任力以合适的方法被运用在工作实现中。每一个胜任力通常伴随有15个或更多的行为标准。因此，胜任力模型超出了简单描述员工为成功开展工作所具备的特质的功能。他们同样收集了关于这些特质如何被运用在组织环境和工作环境的元素。于是，胜任力模型包含了组织期望和组织文化的元素。让我们阐述一下胜任力在各种员工培训设定中的角色。传统的培训是如何被执行的培训也许是没有计划的或有计划的。当它没有被计划时，参与者被要求使经验丰富的执行者变暗淡。这些包括“坐在尼尔森旁边”或“证明乔在栽植”。这样效果甚微，因为人们单凭看其他人怎么做无法学会如何表现。当培训被计划时，那可能是一种基于教学系统的设计模型。这个ISD模型是一个系统的培训方法。描述基于教学系统设计的模型出版了很多，但是他们拥有若干共同的重要特征。ISD模型被证明对取得提高工作绩效的成果十分有效。不幸的是，这种著名的方法，虽然十分有效，但有为训练员各个阶段的培训、分析、设计、发展、执行、评估负责的倾向。因此，学习者和他们的监察员对培训的提供没有所有
