工商管理 外文翻译 外文文献 培养学生员工优质的业务

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(外文)Training Student Employees for Quality Service

培养学生员工优质的业务

本文参考了成功的学生员工培训程序的必要因素。这些因素包括录用前的行为活动，比如：精心编写工作说明和绩效措施, 图书馆的工作，具体培训要执行的任务, 培训方案的评价。

为什么比恩和兰茨恩德领是图书零售行业的领导人？这不仅是对产品的选择和满意保证还在任何时间全额退款。其他零售公司也作出类似承诺。而是他们的代表和客户的互动使他们变得不同。两家公司都教育他们的员工服务质量高于一切。致电给客户的客服人员不仅仅要了解自己的产品，同时传达了一个强有力的承诺：一切为了客户。我们每个人都选择零售商店，网络商店，和其他基于服务质量的行业。如果图书馆没有提供一致的，优质的服务，他们的竞争对手会抢走大部分的市场。

正如任何零售业务，优质的客户服务对图书馆而言是很重要的。要做到这一点，图书馆需要特别注意培训那些服务功能最明显和最活跃的员工。通常在图书馆，老顾客第一个见到的是学生员工，通常是在流通服务台。这些学生员工极大地促进了图书馆形象与图书馆服务。因此，图书馆学生应考虑应该被认为是图书馆的大使并向学生们介绍图书馆的规章制度。学生员工培训的投入决定着给客的服务质量和图书馆给老顾客和校园顾客的印象。

很多时候，图书馆的学生雇员很少接受或根本没接受过培训，因为他们工作性质的原因，他们很少被当做是有价值的资源，或者他们只是为更换专职人员。此外，学生监事不愿意从其他工作中抽出时间来训练学生。如果不给予足够重视的培训，监事不仅仅是冒着没有有效利用宝贵资源的风险，也造成学生，监事，图书馆糟糕的营运情况。这可能成为服务不好的一个原因。

如果图书馆希望提高服务水平，学生监事的首要任务就是花时间计划和实施培训方案，好的培训会让学生和图书馆双方受益，图书馆获益在于一个高效的工作者展示给公众一个积极的形象，学生获益于有一个机会发展好人际关系和工作技能，也是为未来的工作做积累，可以基于实际的表现，而不是潜在来源。相较于看培训学生员工的特殊传递用具，其中包括上面所提到的和别人所说的，这篇

文章提出了一个培养学生雇员的概念，即可以采用各种训练模式来适应每个个体机构不同的规模和文化。

文献回顾

许多关于培训学生员工的文章研究了很多给这些员工的培训方法。苏珊罗林斯和Marvin Guilfoyle从已培养出大批学生的机构的经验来看，他们主张电脑辅助教学。玛莎费勒和格雷戈里克劳福德认为应该在较小的机构培训学生助理。克劳福德讨论了录像带的使用，而费勒研究了一个有条理的手册在培训学员过程中的价值。弥敦道史密斯介绍了编程培训的好处，发现“程序教学是培养学生图书馆助理员的有效工具，这可以代替示范讲座的方法并且不会有任何的损失”。Penny Beile主张围绕具体的工作设计能力为基础的培训。Janice Burrows提出了培养那些不是主流文化的学生以及多种技术的培训要求的问题。夏琳克拉克讨论了为了增加承诺和挽留学生员工的培训、动机、酬劳之间的相互关系。玛丽和珍妮莫洛伊纳格尔描述了成功的范例，就是用经验丰富的学生员工作为监督者。最后，一个非常有用的方法是Sheila Creth的有效在职培训。虽然没有明确的书面材料给学生员工，她所提供的技术和建议对培养图书管理人员而言是非常有价值的。

与包括上述文章中的的具体学生员工的培训方式相比，这篇文章提出了另一种使用多种方式和培养个人文化的模式来培训学生员工。

培训学生雇员的特殊问题

有迹象表明，培训学生员工跟培养固定的全职员工有很多不同。首先，因为学生是兼职员工，大约四个学生员工（他们平均每周工作10小时）等于一名全职员工。这增加了培训的复杂性和所需的时间量。由于他们的业余时间和学业，学生员工只能对他们的职业作出部分的保证。此外，他们的知识和对图书馆的认知是非常有限的。显然，新的学生员工有大量的时间来认知图书馆以及他们自己的工作情况。

其次，培训需要在很短的时间内完成。大多数学术图书馆打算在开学第一天开门并提供服务。因此，至关重要的是被聘请的学生，至少在公共服务方面应尽快训练，以便顾客可以得到优质的服务。

第三，大量的人需要在同一时间训练。根据员工流动率和机构类型，大概占到一年职工流动率的33％到100%。因此，一个学生最少要用三分之一的总工作量（以正常职工周转率来计算）来同时进行培训。

从这三点来看有必要设立一个正式的培训课程。所有新员工应该得到正式的考虑周全的高质量的指导和培训。在现实的情况是，这种培训往往不现实。它可能会使用于一些小型图书馆，提供一个临时性的新员工培训，但是，对大多数的机构而言，根本不能运作良好。

在员工培训方面的学生常见的问题之一是，所有的学生职工监事在图书馆除了监督学生之外还有别的职责。这些人，通常是辅助人员，是一个正在进行生产服务（技术服务）的库单元的一部分，在训练学生的时候经常收到混杂的信息。管理学生助手是监事职责的一个重要方面吗？这个方面是不是关系到监事的评估？在监事选拔和培训学生的时候是否能够提供相同的服务水平？

对于建立一个高质量的培训项目，这些问题的答案都是非常重要的。在学期开始前，学生管理员必须得给予时间进行学生的选择，适应和训练。这些职责应被视为重要到成为工作职责描述和评估的一部分。只有当学生管理员的主管授权成功，才能进行开始训练的过程。良好培训的基础适用于学生助理以及所有其他的员工。卡洛琳尼尔森认为：良好的培训是为特定工作的特定任务而设计的。经过培训，它的成功可以衡量一个人是否能做那些特殊的任务。训练有素的员工将能更高质量的工作,在将来，许多的个人满足感是做好一份工作的强大的动力。

另外，还要教导学生去执行一项任务、良好的培训及明确工作程序和可接受的表现。一种很有效的训练项目的训练,首先需要了解训练的目的,这样它才可以被后来补充完善。克瑞斯认为：主管必须建立一项让学生不困惑的培训目标,使其可以各个阶段继续使用知识和技能培训。例如,初始训练可以包括怎样检查储备资料,而以后的训练可能需要做充分的准备。

学生职工培训节目的概念模型雇用前活动

训练过程从写得很好的工作说明真正地开始。凭这工作说明，应该为职位建立清楚的工作指标。这些工作指标对辨认训练的关键工作元素是非常重要的。

如果用一个清晰的性能评价指标的方法对工作进行描述来建立训练计划，则学生雇员知道她或他该申请什么工作; 有什么期望; 并且，如果训练有素，如何做它。这是符合图书馆和学生的共同利益。不仅这样过程重要根据得到工作很好完成，而是最近由Stanley Wilder建议了，它可能导致高校学生的保留率，这对学术机构至关重要。

由直属上司举办的一次面试采访，是雇用前过程中的一个很重要的部分。该项工作的主要内容应在面试过程中加以强调，以及成为甄选的依据。

一次好采访应该排除那些不适合这份工作的人。通过对不合适人群的删除可能使训练过程更加简单。采访假设学生雇员希望在图书馆工作的人数多于图书馆里所需求的人数。我们发现，通过质量监督，图书馆被认为工作的好地方，甚至在紧缩的劳动力市场上，可能有更多的人对在图书馆工作更感兴趣。

一旦被雇用, 学生员工应成为职前就业培训计划的一部分。杰克菲利普斯讨论了高校毕业生在全日制工作期间的价值，这种想法可以很容易被学生员工培训所使用。前期培训活动可能包括对我们的学生员工的欢迎仪式,一份新进员工培训的时间安排进度表、第一天工作应先阅读程序手册或自学/程序教学材料,并指明作报告的时间和地点。

职前教育能对图书馆文化和主管所订立的工作关系之间的交流起到帮助。沟通对于以前没有工作过或不熟悉工作流程的学生可能是有必要的。这样的教育可能对激发学生即将接受的工作成为一种强大的动力。它还能简化流线型的具体取向和具体的训练活动。

Training Student Employees for Quality Service

Jane M. Kath man and Michael D. Kath man This article examines the factors necessary for a successful student employee training program. The factors include the importance of preemployment activities, such as well-written job descriptions and performance measures, job orientation to the library, specific training for the duties to be performed, and the evaluation of the training program.

W hy are L. L. Bean and Lands End leaders in catalog retailing? It is not just the product selection and the guarantee of satisfaction or a full refund at any time. Other catalog companies make similar promises. What makes them different is the quality of the interaction between their representatives and the customer. Both companies have a well-executed training program for their personnel that emphasizes service above all else. A call placed to customer service connects the customer with people who not only know about their products, but also who communicate a strong commitment to serve the customer. Each of us chooses retail stores, mail-order houses, and other services based on the quality of service received. If libraries do not provide consistent, quality service, their competitors will take away large parts of the market.

As with any retail business, quality customer service is essential for libraries. To accomplish this, libraries need to be particularly attentive to training those who are the most visible and active part of their service function. Often in libraries the first person that a patron meets is a student employee, usually at the circulation desk. These student employees contribute significantly to the image of the library and the delivery of library services. Thus, library student employees should be considered ambassadors of the library and often ambassadors of the larger institution to guests on campus. The investment in student employee training determines the effectiveness of services offered to patrons and the image of the library projected to both patrons and campus guests.

Too often, student employees in libraries are given little or no training because “they

are seldom perceived as a valuable resource because of the nature of the work they do, their large numbers, or because they are replacements for full-time personnel.”1 Furthermore, student supervisors are reluctant to take time away from other duties to train student employees. By not giving adequate

attention to training, supervisors run the risk of not only the inefficient use of valuable resources, but also a bad employment situation for the student, the supervisor, and the library. This can be a cause of inadequate service.

If librarians wish to have a more than adequate level of service, a top priority for student employee supervisors should be to devote time to the planning and implementation of training programs. Aquality training program for student employees benefits both the library and the student. The library benefits from a productive worker who presents a positive image to the public. Students benefit because they have an opportunity to develop good interpersonal and job skills as well as to develop a source for future job recommendations that can comment on actual performance, not potential.

LITERATURE REVIEW

Many recent articles on training student employees examine a variety of ways instruction can be given to these employees. Susan Rawlins and Marvin Guilfoyle looked at the issue from the perspective of large institutions that have to train a large number of students, and they advocate computer-assisted instruction.2 Martha Faller and Gregory Crawford considered training student assistants in smaller institutions. Crawford discussed the use of videotape, whereas Faller examined the value of a clear handbook in training student assistants.3 Nathan Smith presented the benefit of programmed training and found that “p rogrammed instruction is a valuable tool for training student library assistants, which can be substituted for the

lecture-demonstration method without any loss of proficiency.”4 Penny Beile argued for competency-based training designed around specific jobs.5 Janice Burrows raised the issue of training students whose cultural orientation is not the dominant one and called for a variety of training techniques.6 Charlene Clark discussed the interrelationship among training, motivation, and recognition to increase the commitment 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 On-the-Job 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, full-time staff. First, because students are part-time employees, it takes approximately four student employees (given they work an average of 10 hours per week) to equal one full-time employee. This increases the complexity and the amount of time needed for training. Because of their part-time and student status, student employees have only a partial commitment 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 completed 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 common 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. Well-trained 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 future.10

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 so that it can be built on later. As Creth stated, “the supervisor must establish an order for the training so that the trainee is not confused and is able to proceed through the training using knowledge and skills at each stage.”11 For example, initial training may include how to check out reserve material, whereas later training could entail preparing

a book for reserve.

CONCEPTUAL MODEL FOR A STUDENT EMPLOYEE TRAINING PROGRAM

Pre-employment Activities

The training process really begins with a well-written job description. Based on this job description, clear performance measures should be established for the position (see Figures 1 and 2). These performance measures are important to identify the key job elements for training and will be helpful in the sequencing of training.12

If job descriptions with a clear set of performance measures are used to develop the training program, then the student employee knows what job she or he is applying for; what is expected; and if well trained, how to do it. This is in the best interest of both the library and the student. Not only is such a process important in terms of getting the job done well, but as has been recently suggested by Stanley Wilder, it can lead to higher student retention rates, which are essential for academic institutions.13 An interview, conducted by the immediate supervisor, is an essential part of the pre-employment process. The key elements of the job should be highlighted in the interview and become the basis for the selection criteria. A good interview should eliminate those who are not appropriate for the particular job. The elimination of those who do not fit can make the training process much simpler. Interviewing assumes a pool of student employees wishing to work in the library that is larger than the demand created by the library. We have found that, with quality supervision, the

library becomes known as a “good” place to work, and even in a tight labor market it is possible to have more people interested in working in the library than there are jobs available.

Once hired, student employees should become part of a pre-employment training program. Jack J. Phillips discussed the value of pre-employment education during the transition of college graduates to full-time jobs.14 This is an idea that can easily be adapted for student employee training. Possible pre-employment activities include a letter welcoming students to the staff and outlining expectations, a schedule of orientation sessions, policy and procedure manuals or self-study/programmed instruction materials to read prior to the first day on the job, and instructions on where and when to report.15

Pre-employment education can assist in communicating the library’s culture and defining the type of work relationship the supervisor wishes to establish. Communicating expectations may be necessary for students who have not worked before or are not familiar with the work ethic expected. Such education can be a powerful tool in motivating students to accept responsibility for the job they are about to undertake. It could also streamline the orientation and specific training activities.