紫竹院公园员工培训需求及差异分析
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摘要
作为现代人力资源管理中员工培训与发展工作的重要环节,培训需求分析已经在众多西方国家的企业中得到了广泛和深入的研究。并且,对于培训需求的分析逐渐成为激励员工参与培训主动性、加强培训针对性、提高培训有效性的必要工作环节,而近年来,越来越多的国内外研究者对于不同群体的培训需求进行了深入的研究。通过对国内外培训需求分析的研究现状进行综述后发现,国外对于培训需求分析的研究较之国内学者的研究更加深入,调查群体范围更加广泛,研究的角度的选择性更多,存在一定的差距性。因此,该文的研究思路就是从不同的群体出发,对于样本员工的培训需求进行调查分析,在此基础上,得到员工层面的培训需求、员工的个体差异之间对于培训需求的影响、组织机构的培训工作的合理性建议,使培训工作能够更加符合员工的需求。该文的研究对象选定北京市紫竹院公园,通过综述研究和访谈结果提出研究假设,并发放调查问卷,最后共回收有效问卷102份。使用SPSS和EXCEL统计软件,运用方差分析、相关分析和因子分析等方法,对问卷取得的数据进行了分析,部分证实了提出的研究假设。主要的研究结论包括：除性别和年龄因素外,不同部门、不同级别、不同学历的员工对培训的需求都存在显著性的差异；员工对培训内容的需求大致可以划分为两类,即提高服务水平的基础培训、特色和技能培训。最后,本文在调查数据分析的基础之上对紫竹院公园的培训工作提供了部分合理的建议。
Training needs analysis has been extensive and in-depth study in many Western companies. Beside, for the analysis of training needs which becomes a necessary part of work could motivate employees' training initiatives, enhance training target and improve the effectiveness of training. In recent years an increasing number of domestic and foreign researchers study training needs for different groups in-depth study. Analysis of training needs through domestic and international research review found that foreign research in training needs analysis with more in-depth academic study, broader range of groups, more selective research perspective than the domestic level, there is a certain gap between domestic and international research. Therefore, this study is the idea of starting from a different group, investigate training needs of sample, on this basis, get the training needs of staff, the differences of training needs among staffs, reasonable suggestion for organizational training work, in order to make the training more in line with the needs of employees.Black Bamboo Park in Beijing was selected as object, research hypotheses were proposed through the review results of research and information of interviews with the staffs in the park, and then issued the questionnaire to staffs. Finally total of102valid questionnaires were obtained. Using the statistical software SPSS and EXCEL, methods of analysis of variance, correlation analysis and factor analysis, survey data were analyzed, partly confirmed the hypotheses put forward.The main findings include:In addition to gender and age, staff with different departments, different levels and different educational background have training needs are significantly different. Training needs can be roughly divided into two categories, basic training need and special and skilled training need to increase the level of service. Finally, the survey data analysis based on the training of the Black Bamboo Park, provided some reasonable proposal.
Training needs analysis has been extensive and in-depth study in many Western companies. Beside, for the analysis of training needs which becomes a necessary part of work could motivate employees' training initiatives, enhance training target and improve the effectiveness of training. In recent years an increasing number of domestic and foreign researchers study training needs for different groups in-depth study. Analysis of training needs through domestic and international research review found that foreign research in training needs analysis with more in-depth academic study, broader range of groups, more selective research perspective than the domestic level, there is a certain gap between domestic and international research. Therefore, this study is the idea of starting from a different group, investigate training needs of sample, on this basis, get the training needs of staff, the differences of training needs among staffs, reasonable suggestion for organizational training work, in order to make the training more in line with the needs of employees.Black Bamboo Park in Beijing was selected as object, research hypotheses were proposed through the review results of research and information of interviews with the staffs in the park, and then issued the questionnaire to staffs. Finally total of102valid questionnaires were obtained. Using the statistical software SPSS and EXCEL, methods of analysis of variance, correlation analysis and factor analysis, survey data were analyzed, partly confirmed the hypotheses put forward.The main findings include:In addition to gender and age, staff with different departments, different levels and different educational background have training needs are significantly different. Training needs can be roughly divided into two categories, basic training need and special and skilled training need to increase the level of service. Finally, the survey data analysis based on the training of the Black Bamboo Park, provided some reasonable proposal.
引文
[1]艾伦.泰特,译周玉鹏,肖季川,朱青模.城市公园设计[M].北京：中国建筑工业出版社,2005.
[2]艾琦.近代北京公园的开放[J].中国档案报.2003,(5).
[3]朝文.北京朝阳公园窗口行业培训引领职工走向奥运[J].工会博览,2006,(23)：67.
[4]成传江.浅谈开放式公园[J].管理科技信息,2009,(5).
[5]丁珂.对北京市朝阳区街乡处级干部培训需求调查与分析[D].中国农业大学硕士论文,2005：10-50.
[6]哈孟德夫妇.近代工业的兴起[M].北京：商务印书馆,1959：209.
[7]简明不列颠百科全书[M].第2卷.北京：中国大百科全书出版社,1985.
[8]梁红营.对基层公务员的培训需求分析研究[D].新疆大学硕士论文,2007：10-50.
[9]刘松媛.北京公园：努力靠近你身边—访北京市公园绿地协会秘书长景长顺[J].中国文化报,2007,(1).
[10]柳菲.在四川农民培训需求研究[D].四川农业大学硕士论文,2010：10-50.
[11]马文婷.对基层公务员个体培训需求特征研究[D].暨南大学硕士论文,2009：10-50.
[12]孟宪民.美国国家公园体系的管理经验—兼谈对中国风景名胜区的启示[J].世界林业研究,2007,(1).
[13]彭剑锋.人力资源管理概论[M].上海：复旦大学出版,2003.
[14]师卫华.中国与美.国国家公园的对比及其启示[J].山东农业大学学报(自然科学版),2008,(4)：631-636.
[15]王川锋.深圳市公园管理中心管理模式的改进研究[D].上海交通大学硕士论,2008：10-50.
[16]王海燕,王楠.现代公园建设中的职工培训问题研究[J].陕西农业科学,2010,(4)：191.
[17]王玉霞,周曙东.对农村转移劳动力技能培训需求意愿的影响因素研究[J].南京师大学报,2010,(6)：62-67.
[18]伍争荣.人力资源管理教程[M].北京：中国发展出版社,2009,(9)：155
[19]夏世慧.对中层管理者胜任力及其培训需求分析研究[D].暨南大学硕士论文,2008：10-50.
[20]谢辉.在员工对组织培训需求态度及影响因素的研究[D].暨南大学硕士论文,2003：10-50.
[21]徐芳.培训与开发理论与技术[M].上海：复旦大学出版社,2005：108.
[22]杨雷.对科学教师培训需求分析和初步研究[D].广西师范大学硕士论文,2007：10-50.
[23]余美琴.景区员工培训研究[D].辽宁师范大学硕士论文,2008：10-50.
[24]张荟茹.开放式公园管理初探[J].全国商情(经济理论研究),2009,(2).
[25]张智敏,唐昌海,姚延芹.影响农村人口职业技术教育需求的因素分析[J].中国农村经济,2007,(3)：21-31.
[26]周培明,张智敏.影响农民工职业培训需求的因素分析[J].职业技术教育,2007,(31)：66-70.
[27] Al-Ammar, S.A.. The influence of individual and organizational characteristics on training motivation and effectiveness[D]. unpublished doctoral dissertation, State University of New York at Albany, New York,1994:10-50.
[28] Altschuld, J.W. and Lepicki, T.L. Needs assessment, in Watkins, R. and Leigh, D. (Eds), Handbook of Improving Performance in the Workplace:Selecting and Implementing Performance Interventions[M]. San Francisco, CA:Pfeiffer Publishing,2010:772.
[29] Baldwin, T.T., Magjuka, R.J. and Loher, B.. The perils of participation:effects of the choice of training on trainee motivation and learning[J]. Personnel Psychology,1991,44(1):56.
[30] Bell, B.S. and Ford, J.K.. Reactions to skill assessment: the forgotten factor in explaining motivation to learn[J]. Human Resource Development Quarterly,2007,18 (1):33-62.
[31] Burke, R. Training needs at different organizational levels within a professional services firm[J]. Industrial and Commercial Training,1999,28 (5):24-28.
[32] Clark, C.S., Dobbins, G.H. and Ladd, R.T.. Exploratory field study of training motivation: influence of involvement, credibility, and transfer climate. Group Organization Management[J],1993, 18 (3):292-307.
[33] Facteau, J.D., Dobbins, G.H., Russell, J.E., Ladd, R.T. and Kudisch, J.D.. The influence of general perceptions of the training environment on pre-training motivation and perceived training transfer[J]. Journal of Management,1995,21(1):1-25.
[34] Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E. and Gruber, H.. Predicting autonomous and controlled motivation to transfer training[J]. International Journal of Training and Development,2009,13 (2):138.
[35] Gupta, K., Sleezer, C.M. and Russ-Eft, D.F.. A Practical Guide to Needs Assessment[M].2nd ed. San Francisco, CA:Pfeiffer Publishing,2007:14.
[36] Hansen, T. A study examining the factors affecting training motivation[D]. unpublished doctoral dissertation, Bowling Green State University, Bowling Green, OH.,2001:10-50.
[37] Kaufman, R. A needs assessment audit[J]. Performance & Instruction,1994,33(2):14-16.
[38] Klein, H.J., Noe, R.A. and Wang, C.W.. Motivation to learn and course outcomes:the impact of delivery mode, learning goal orientation, and perceived barriers and enablers[J]. Personnel Psychology, 2006,59(3):665-702.
[39] Myers, S.D.. The role of person, outcome, environmental, and learning variables in training effectiveness[D]. unpublished doctoral dissertation, University of Tennessee, Knoxville, TN., 1997:10-50.
[40] Naquin, S.S. and Holton, E.F. Ⅲ. The effects of personality, affectivity, and work commitment on motivation to improve work through learning[J]. Human Resource Development Quarterly,2002, 13(4):382.
[41] Nease, A.A.. Do motives matter? An examination of reasons for attending training and their influence on training effectiveness[D]. unpublished doctoral dissertation, Rice University, Houston, TX., 1999:10-50.
[42] Nikandrou, I., Brinia, V. and Bereri, E.. Trainee perceptions of training transfer:an empirical analysis[J]. Journal of European Industrial Training,2009,33(3):262.
[43] Noe, R.A.. Trainees'attributes and attitudes:neglected influences on training effectiveness[J]. Academy of Management Journal,1986, 11(4):740.
[44] Noe, R.A.,Employee Training and Development[M].5th ed. Boston, MA:McGraw-Hill, 2009:147.
[45] Quinones M.A. and Ehrenstein, A. (Eds). Training for a Rapidly Changing Workforce[M]. Washington, DC:American Psychological Association,1997:199.
[46] Randy L. Desimone, Jon M. Werner, David M. Harris. Human Resource Development[M]. Harcourt College Publishers,2002.
[47] Rowold, J.. The impact of personality on training-related aspects of motivation:test of a longitudinal model [J]. Human Resource Development Quarterly,2007,18(1):9-31.
[48] Saeki, K., Izumi, H., Uza, M. and Murashima, S.. Factors associated with the professional competencies of public health nurses employed by local government agencies in Japan[J]. Public Health Nursing,2007,24(5):157.
[49] Seyler, D.L., Holton, E.F. Ⅲ, Bates, R.A., Burnett, M.F. and Carvalho, M.A.. Factors affecting motivation to transfer training[J]. International Journal of Training and Development,1998,2 (1):2-16.
[50] Tai, W.-T.. Effects of training framing, general self-efficacy and training motivation on trainees' training effectiveness [J]. Personnel Review,2006,35(1):51-65.
[51] Tannenbaum, S.I., Mathieu, J.E., Salas, E. and Cannon-Bowers, J.A.. Meeting trainees' expectations:the influence of training fulfilment on the development of commitment, self-efficacy, and motivation [J]. Journal of Applied Psychology,1991,76(6):769.
[52] Tharenou, P.. The relationship of training motivation to participation in training and development[J]. Journal of Occupational and Organizational Psychology,2001,74(5):599-621.
[53] Tracey, W.R.. The Human Resources Glossary:The Complete Desk Reference for HR Executives, Managers, and Practitioners[M].3rd ed., New York, NY:CRC Press,2004:678.
[54] Triner, D., Greenberry, A. and Watkins, R.. Training needs assessment: a contradiction in terms[J]. Educational Technology,1996,36(6):51-52.
[55] Tsai, W.-C. and Tai, W.-T.. Perceived importance as a mediator of the relationship between training assignment and training motivation [J]. Personnel Review,2003,32(2):153.
[56] Whitehill, B.V. and McDonald, B.A.. Improving learning persistence of military personnel by enhancing motivation in a technical training program[J]. Simulation Gaming,1993,24(3):294-313.
[2]艾琦.近代北京公园的开放[J].中国档案报.2003,(5).
[3]朝文.北京朝阳公园窗口行业培训引领职工走向奥运[J].工会博览,2006,(23)：67.
[4]成传江.浅谈开放式公园[J].管理科技信息,2009,(5).
[5]丁珂.对北京市朝阳区街乡处级干部培训需求调查与分析[D].中国农业大学硕士论文,2005：10-50.
[6]哈孟德夫妇.近代工业的兴起[M].北京：商务印书馆,1959：209.
[7]简明不列颠百科全书[M].第2卷.北京：中国大百科全书出版社,1985.
[8]梁红营.对基层公务员的培训需求分析研究[D].新疆大学硕士论文,2007：10-50.
[9]刘松媛.北京公园：努力靠近你身边—访北京市公园绿地协会秘书长景长顺[J].中国文化报,2007,(1).
[10]柳菲.在四川农民培训需求研究[D].四川农业大学硕士论文,2010：10-50.
[11]马文婷.对基层公务员个体培训需求特征研究[D].暨南大学硕士论文,2009：10-50.
[12]孟宪民.美国国家公园体系的管理经验—兼谈对中国风景名胜区的启示[J].世界林业研究,2007,(1).
[13]彭剑锋.人力资源管理概论[M].上海：复旦大学出版,2003.
[14]师卫华.中国与美.国国家公园的对比及其启示[J].山东农业大学学报(自然科学版),2008,(4)：631-636.
[15]王川锋.深圳市公园管理中心管理模式的改进研究[D].上海交通大学硕士论,2008：10-50.
[16]王海燕,王楠.现代公园建设中的职工培训问题研究[J].陕西农业科学,2010,(4)：191.
[17]王玉霞,周曙东.对农村转移劳动力技能培训需求意愿的影响因素研究[J].南京师大学报,2010,(6)：62-67.
[18]伍争荣.人力资源管理教程[M].北京：中国发展出版社,2009,(9)：155
[19]夏世慧.对中层管理者胜任力及其培训需求分析研究[D].暨南大学硕士论文,2008：10-50.
[20]谢辉.在员工对组织培训需求态度及影响因素的研究[D].暨南大学硕士论文,2003：10-50.
[21]徐芳.培训与开发理论与技术[M].上海：复旦大学出版社,2005：108.
[22]杨雷.对科学教师培训需求分析和初步研究[D].广西师范大学硕士论文,2007：10-50.
[23]余美琴.景区员工培训研究[D].辽宁师范大学硕士论文,2008：10-50.
[24]张荟茹.开放式公园管理初探[J].全国商情(经济理论研究),2009,(2).
[25]张智敏,唐昌海,姚延芹.影响农村人口职业技术教育需求的因素分析[J].中国农村经济,2007,(3)：21-31.
[26]周培明,张智敏.影响农民工职业培训需求的因素分析[J].职业技术教育,2007,(31)：66-70.
[27] Al-Ammar, S.A.. The influence of individual and organizational characteristics on training motivation and effectiveness[D]. unpublished doctoral dissertation, State University of New York at Albany, New York,1994:10-50.
[28] Altschuld, J.W. and Lepicki, T.L. Needs assessment, in Watkins, R. and Leigh, D. (Eds), Handbook of Improving Performance in the Workplace:Selecting and Implementing Performance Interventions[M]. San Francisco, CA:Pfeiffer Publishing,2010:772.
[29] Baldwin, T.T., Magjuka, R.J. and Loher, B.. The perils of participation:effects of the choice of training on trainee motivation and learning[J]. Personnel Psychology,1991,44(1):56.
[30] Bell, B.S. and Ford, J.K.. Reactions to skill assessment: the forgotten factor in explaining motivation to learn[J]. Human Resource Development Quarterly,2007,18 (1):33-62.
[31] Burke, R. Training needs at different organizational levels within a professional services firm[J]. Industrial and Commercial Training,1999,28 (5):24-28.
[32] Clark, C.S., Dobbins, G.H. and Ladd, R.T.. Exploratory field study of training motivation: influence of involvement, credibility, and transfer climate. Group Organization Management[J],1993, 18 (3):292-307.
[33] Facteau, J.D., Dobbins, G.H., Russell, J.E., Ladd, R.T. and Kudisch, J.D.. The influence of general perceptions of the training environment on pre-training motivation and perceived training transfer[J]. Journal of Management,1995,21(1):1-25.
[34] Gegenfurtner, A., Festner, D., Gallenberger, W., Lehtinen, E. and Gruber, H.. Predicting autonomous and controlled motivation to transfer training[J]. International Journal of Training and Development,2009,13 (2):138.
[35] Gupta, K., Sleezer, C.M. and Russ-Eft, D.F.. A Practical Guide to Needs Assessment[M].2nd ed. San Francisco, CA:Pfeiffer Publishing,2007:14.
[36] Hansen, T. A study examining the factors affecting training motivation[D]. unpublished doctoral dissertation, Bowling Green State University, Bowling Green, OH.,2001:10-50.
[37] Kaufman, R. A needs assessment audit[J]. Performance & Instruction,1994,33(2):14-16.
[38] Klein, H.J., Noe, R.A. and Wang, C.W.. Motivation to learn and course outcomes:the impact of delivery mode, learning goal orientation, and perceived barriers and enablers[J]. Personnel Psychology, 2006,59(3):665-702.
[39] Myers, S.D.. The role of person, outcome, environmental, and learning variables in training effectiveness[D]. unpublished doctoral dissertation, University of Tennessee, Knoxville, TN., 1997:10-50.
[40] Naquin, S.S. and Holton, E.F. Ⅲ. The effects of personality, affectivity, and work commitment on motivation to improve work through learning[J]. Human Resource Development Quarterly,2002, 13(4):382.
[41] Nease, A.A.. Do motives matter? An examination of reasons for attending training and their influence on training effectiveness[D]. unpublished doctoral dissertation, Rice University, Houston, TX., 1999:10-50.
[42] Nikandrou, I., Brinia, V. and Bereri, E.. Trainee perceptions of training transfer:an empirical analysis[J]. Journal of European Industrial Training,2009,33(3):262.
[43] Noe, R.A.. Trainees'attributes and attitudes:neglected influences on training effectiveness[J]. Academy of Management Journal,1986, 11(4):740.
[44] Noe, R.A.,Employee Training and Development[M].5th ed. Boston, MA:McGraw-Hill, 2009:147.
[45] Quinones M.A. and Ehrenstein, A. (Eds). Training for a Rapidly Changing Workforce[M]. Washington, DC:American Psychological Association,1997:199.
[46] Randy L. Desimone, Jon M. Werner, David M. Harris. Human Resource Development[M]. Harcourt College Publishers,2002.
[47] Rowold, J.. The impact of personality on training-related aspects of motivation:test of a longitudinal model [J]. Human Resource Development Quarterly,2007,18(1):9-31.
[48] Saeki, K., Izumi, H., Uza, M. and Murashima, S.. Factors associated with the professional competencies of public health nurses employed by local government agencies in Japan[J]. Public Health Nursing,2007,24(5):157.
[49] Seyler, D.L., Holton, E.F. Ⅲ, Bates, R.A., Burnett, M.F. and Carvalho, M.A.. Factors affecting motivation to transfer training[J]. International Journal of Training and Development,1998,2 (1):2-16.
[50] Tai, W.-T.. Effects of training framing, general self-efficacy and training motivation on trainees' training effectiveness [J]. Personnel Review,2006,35(1):51-65.
[51] Tannenbaum, S.I., Mathieu, J.E., Salas, E. and Cannon-Bowers, J.A.. Meeting trainees' expectations:the influence of training fulfilment on the development of commitment, self-efficacy, and motivation [J]. Journal of Applied Psychology,1991,76(6):769.
[52] Tharenou, P.. The relationship of training motivation to participation in training and development[J]. Journal of Occupational and Organizational Psychology,2001,74(5):599-621.
[53] Tracey, W.R.. The Human Resources Glossary:The Complete Desk Reference for HR Executives, Managers, and Practitioners[M].3rd ed., New York, NY:CRC Press,2004:678.
[54] Triner, D., Greenberry, A. and Watkins, R.. Training needs assessment: a contradiction in terms[J]. Educational Technology,1996,36(6):51-52.
[55] Tsai, W.-C. and Tai, W.-T.. Perceived importance as a mediator of the relationship between training assignment and training motivation [J]. Personnel Review,2003,32(2):153.
[56] Whitehill, B.V. and McDonald, B.A.. Improving learning persistence of military personnel by enhancing motivation in a technical training program[J]. Simulation Gaming,1993,24(3):294-313.