Reading 17: Developing people at work 閱讀 17：在工作中培養人才
Introduction 介紹
Training and development (T&D) is about enhancing and widening employees’ skills, knowledge and competencies, and enabling them to make better use of their skills and abilities (Grugulis, 2009). It is one aspect of people management on which there is a consensus at least in principle: it is important and can bring benefits to: 培訓和發展 (T&D) 旨在提高和拓寬員工的技能、知識和能力，使他們能夠更好地利用自己的技能和能力 (Grugulis, 2009)。這是人員管理的一個方面，至少在原則上已達成共識：它很重要並且可以帶來以下好處：
employers in terms of higher performance and quality 提高績效和品質
national economies in terms of increased competitiveness 提高國民經濟的競爭力
employees in terms of increased employability and development. 員工在提升就業能力和發展方面的能力。
However, the consensus often stops at this statement of principle. How T&D should be implemented, what form it should take, who should bear the cost, and who actually benefits from training are all questions open to debate. Despite its recognised importance, the reality of T&D practices often falls short of the rhetoric. 然而，共識往往止步於此原則表述。培訓與發展應如何實施、應採取何種形式、誰應承擔費用以及誰真正從培訓中受益，都是有待商榷的問題。儘管人們認識到了其重要性，但培訓與培訓實踐的現實效果往往與言語不符。
The first part of this reading looks at the potential benefits of T&D especially within the context of a supposedly emerging ‘knowledge economy’. We’ll then review evidence suggesting that this emphasis on the value of T&D is not always reflected in practice. The third section looks at best practices in the implementation of T&D. In the concluding section, we’ll question the extent to which T&D does indeed deliver on the promise of organisational and individual development and review the conditions under which it does so. 本閱讀資料的第一部分探討了研發的潛在優勢，特別是在所謂的新興「知識經濟」背景下。然後，我們將回顧證據，表明對 T&D 價值的強調並不總是反映在實踐中。第三部分介紹傳輸與分配實施中的最佳實務。在結論部分，我們將質疑 T&D 在多大程度上確實兌現了組織和個人發展的承諾，並回顧其實現這一承諾的條件。
1 Training and development in context 1 培訓與發展的背景
In recent years T&D has been high on the political and managerial agenda. This increased interest has been driven by the belief that it can influence performance and competitiveness, and is becoming increasingly essential in the ‘knowledge economy’. 近年來，研發在政治和管理議程中一直佔有重要地位。人們越來越感興趣是因為相信它可以影響績效和競爭力，並且在「知識經濟」中變得越來越重要。
1.1 Training, performance and competitiveness 1.1 培訓、績效與競爭力
Training is considered as highly important not just to individual employees and organisations but to entire countries. The centrality of training to national and organisational competitiveness was perhaps most clearly established by a series of reports based on international comparisons of training and performance that came out in the 1980s in the UK. These studies all seemed to support the view that the skill level of the workforce had a crucial impact on performance and competitiveness, but that Britain was lagging behind in terms of training and was therefore badly equipped to compete internationally (Grugulis, 2009). 培訓不僅對個人員工和組織非常重要，對整個國家也是如此。 1980 年代英國發布的一系列基於國際培訓和績效比較的報告或許最清楚地證實了培訓對國家和組織競爭力的重要性。這些研究似乎都支持這樣的觀點：勞動力的技能水準對績效和競爭力有著至關重要的影響，但英國在培訓方面落後，因此不具備國際競爭力（Grugulis，2009）。
For example, it was found that British employers were systematically failing to invest in the T&D of their workforce (e.g. whilst British employers were spending on average 0.15%0.15 \% of their turnover on training, German, Japanese and US employers were spending about 3%3 \%. In France, organisations have to spend a statutory minimum of 1.1%1.1 \% of their turnover on training. On the basis of these findings, a report by Coopers & Lybrand Associates (1985) concluded that few employers considered training to be an important element of their corporate strategy. 例如，研究發現，英國雇主一直未能對其員工的培訓與發展進行投資（例如，英國雇主平均將其營業額的 0.15%0.15 \% 用於培訓，而德國、日本和美國雇主的培訓支出約為 3%3 \% 。在法國，組織必須將其營業額的法定最低金額 1.1%1.1 \% 用於培訓。基於這些發現，Coopers & Lybrand Associates（1985 年）的雇主報告是很少有一份客戶的策略性報告。
The emphasis on the importance of T&D to competitiveness has been repeated ever since these influential studies of the 1980s; and it is widely believed that continuous learning and skill development are key levers to enhance productivity and raise living standards (Felstead et al., 2008). In particular, T&D can have the following benefits: 自從 20 世紀 80 年代出現這些有影響力的研究以來，人們一直強調研發對於競爭力的重要性；人們普遍認為，持續學習和技能發展是提高生產力和生活水平的關鍵槓桿（Felstead 等人，2008 年）。具體來說，T&D 可以帶來以下好處：
helping employees learn the job more quickly and efficiently 幫助員工更快、更有效地學習工作
improving work performance of employees and keeping them up to date in specialist skills 提高員工的工作績效並使他們掌握最新的專業技能
freeing management time, less of which is spent correcting errors 釋放管理時間，減少用於修正錯誤的時間
reducing wastage as employees can be trained to monitor the quality of their work 減少浪費，因為可以培訓員工監控其工作質量
reducing labour turnover 減少勞動力流動
reducing recruitment cost through retraining and retaining existing staff 透過再培訓和保留現有員工來降低招募成本
attracting talented employees 吸引優秀員工
enabling flexible working where employees may be expected to deal with different jobs or tasks, or to take on additional responsibilities 實現靈活的工作方式，員工可能需要處理不同的工作或任務，或承擔額外的責任
enabling organisations to equip their staff to adapt more easily to changes in the environment. 使組織能讓員工更容易適應環境的變化。
The following example provides an illustration of some of these positive effects. 下面的例子說明了其中一些正面影響。
Example of the benefits of T&D: Braun Oral-B T&D 優勢範例：博朗 Oral-B
Braun Oral-B Ireland is part of The Gillette Company and employs over 1000 people. In its manufacturing plants, it produces a wide range of products including various refill cartridges, personal care products, and most recently oral care products for worldwide markets. Technical and product innovation, speed to market and teamwork are key contributors to the success. 博朗歐樂-B 愛爾蘭公司是吉列公司旗下子公司，擁有 1,000 多名員工。該公司在其製造工廠中生產各種各樣的產品，包括各種補充墨盒、個人護理產品以及最近面向全球市場的口腔護理產品。技術和產品創新、上市速度和團隊合作是成功的關鍵因素。
Braun Oral-B used a training programme to encourage people across the organisation to work in multifunctional teams and to solve problems on the job rather than pass them up the line. This facilitated the cross-fertilisation of ideas, improved employees’ understanding of and involvement in the business at all levels, and promoted a more innovative approach to problem solving. For example, junior technicians designed a new system to record and deal with scrap. As a result, scrap levels fell dramatically, and supervisors were able to adopt a different role, acting more as leaders than problem solvers. 博朗歐樂-B 採用培訓計畫鼓勵整個組織的員工以多功能團隊的形式工作，並在工作中解決問題，而不是將問題推給上級。這促進了思想的交流，提高了各級員工對業務的了解和參與度，並促進了解決問題的更具創新性的方法。例如，初級技術人員設計了一個新系統來記錄和處理廢料。結果，廢品率大幅下降，主管也能夠承擔不同的角色，更多地充當領導者而不是問題解決者。
(based on Skillnets, 2005) （基於 Skillnets，2005 年）
Investment in T&D can also serve an important symbolic function by signalling to employees that they are worth investing in and their contribution is important to organisational success. As such, it can have a positive impact on commitment and intention to stay. In short, T&D has emerged as an important tool for securing a skilled, committed and flexible workforce. 對研發的投資還可以發揮重要的象徵作用，向員工發出信號，表明他們值得投資，並且他們的貢獻對組織的成功至關重要。因此，它可以對承諾和留下的意願產生積極的影響。簡而言之，T&D已經成為確保擁有技術熟練、有責任心和靈活性的勞動力的重要工具。
However, the relationships between training, commitment and performance are far more complex than suggested above. Research suggests that training has the potential to influence commitment, motivation and performance positively but only to the extent that it is linked to career development, pay, and the chance to use the skills developed during training whilst on the job (e.g. Grugulis, 2003; Wong et al., 1997). 然而，培訓、承諾和績效之間的關係遠比上面提到的要複雜得多。研究表明，培訓有可能對承諾、積極性和績效產生積極影響，但僅限於它與職業發展、薪酬以及在工作中運用培訓期間開發的技能的機會相關（例如 Grugulis，2003 年；Wong 等，1997 年）。
The importance of training for organisations’ competitiveness and employees’ career prospects has become even more evident as we are moving into what has been termed the ‘knowledge economy’. 隨著我們逐漸進入所謂的“知識經濟”，培訓對於組織競爭力和員工職業前景的重要性變得更加明顯。
1.2 Training and the 'knowledge economy' 1.2 培訓與“知識經濟”
It is often argued that economic and technological changes over the past few decades have increased the demand for skilled, educated workers (Adams and Demaiter, 2008). In particular, the expanding use of information technologies is said to increase the need for problem-solving and analytical skills. For many observers, we are now in a knowledge economy, where workers are supposed to be flexible, highly skilled, and able to engage in self-learning (Castells, 2000). 人們經常認為，過去幾十年來的經濟和技術變革增加了對熟練、受過教育的工人的需求（Adams 和 Demaiter，2008）。尤其是，資訊科技的廣泛使用據說增加了解決問題和分析技能的需求。對許多觀察家來說，我們現在處於知識經濟時代，工人應該靈活、技術高超，並能自學（Castells，2000）。
However, many have questioned the extent to which we are moving towards a high skill or knowledge economy by pointing out that the main area of employment growth comes from relatively low-skill, front-line service jobs. Evidence in the UK suggests that much of the British labour market is still trapped in a ‘low-skills equilibrium’. As Felstead et al.'s (2008) extensive survey of work skills in Britain showed, most jobs in the UK do not require skilled people to carry them out; 77%77 \% of UK jobs are now in the service sector, and whilst some of these jobs are highly skilled (e.g. IT professionals, teachers), a far greater number are low-paid, low-skilled, parttime jobs (e.g. retail staff, security staff, cleaners, care staff, call centre workers) (Labour Force Survey, 2008). These service jobs may require some skills, especially ‘soft skills’ (such as communication skills, team-working 然而，許多人對我們邁向高技能或知識經濟的程度提出質疑，他們指出，就業成長的主要領域來自相對低技能、第一線服務業的工作。英國的證據表明，英國大部分勞動力市場仍陷入「低技能均衡」。正如 Felstead 等人（2008）對英國工作技能進行的廣泛調查所顯示的那樣，英國的大多數工作並不需要技術人才來完成； 77%77 \% 的英國工作目前屬於服務業，雖然其中一些工作要求高技能（例如 IT 專業人員、教師），但更多的工作是低薪、低技能的兼職工作（例如零售人員、保安人員、清潔工、護理人員、呼叫中心工作人員）（勞動力調查，2008 年）。這些服務工作可能需要一些技能，尤其是「軟技能」（例如溝通能力、團隊合作能力