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kirkpatrick's four levels of training evaluation柯克評(píng)價(jià)四個(gè)層次培訓(xùn)
This grid illustrates the basic Kirkpatrick structure at a glance.這說(shuō)明網(wǎng)格的基本結(jié)構(gòu)柯克帕特里克一瞥.The second grid, beneath this one, is the same thing with more detail.二格,底下這一塊是一回事更多細(xì)節(jié).

level級(jí)別	evaluation type (what is measured)評(píng)價(jià)型(什么是衡量)	evaluation description and characteristics描述和評(píng)價(jià)特點(diǎn)	examples of evaluation tools and methods評(píng)估工具和方法范例	relevance and practicability相關(guān)性和實(shí)用性
1 一月	reaction反應(yīng)	reaction evaluationis how the delegates felt about the training or learning experience與會(huì)的反應(yīng)是如何評(píng)價(jià)訓(xùn)練或?qū)W習(xí)經(jīng)驗(yàn)的感受	eg., 'happy sheets', feedback forms例如.'快樂(lè)片',反饋表 also verbal reaction, post-training surveys or questionnaires還口頭反應(yīng)、培訓(xùn)后的問(wèn)卷調(diào)查,還是	quick and very easy to obtain很容易得到快速 not expensive to gather or to analyse不算貴搜集或分析
2 二月	learning學(xué)習(xí)	learning evaluationis the measurement of the increase in knowledge - before and after學(xué)習(xí)評(píng)價(jià)是衡量增長(zhǎng)知識(shí)前后	typically assessments or tests before and after the training一般評(píng)估或測(cè)試訓(xùn)練前后 interview or observation can also be used也可以采用訪談或觀察	relatively simple to set up; clear-cut for quantifiable skills相對(duì)簡(jiǎn)單設(shè)置;鮮明的量化技巧 less easy for complex learning不容易學(xué)習(xí)復(fù)雜
3 三月	behaviour行為	behaviour evaluationis the extent of applied learning back on the job - implementation行為評(píng)價(jià)是應(yīng)用程度的學(xué)習(xí)回到工作落實(shí)	observation and interview over time are required to assess change, relevance of change, and sustainability of change觀察與評(píng)估面試時(shí)間須改變,相關(guān)變革和可持續(xù)性轉(zhuǎn)變	measurement of behaviour change typically requires cooperation and skill of line-managers計(jì)量行為改變通常需要合作和技術(shù)線經(jīng)理
4 四月	results 結(jié)果	results evaluationis the effect on the business or environment by the trainee結(jié)果評(píng)價(jià)是對(duì)學(xué)員的經(jīng)商環(huán)境	measures are already in place via normal management systems and reporting - the challenge is to relate to the trainee通過(guò)正常的措施已經(jīng)到位的管理制度和報(bào)告-面臨的挑戰(zhàn)是關(guān)系到實(shí)習(xí)生	individually not difficult; unlike whole organisation個(gè)別并不困難;不像整個(gè)組織 process must attributing clear accountabilities要明確責(zé)任歸咎于進(jìn)程

 
kirkpatrick's four levels of training evaluation in detail柯克詳細(xì)評(píng)價(jià)四個(gè)層次培訓(xùn)
This grid illustrates the Kirkpatrick's structure detail, and particularly the modern-day interpretation of the Kirkpatrick learning evaluation model, usage, implications, and examples of tools and methods.這說(shuō)明電網(wǎng)柯克結(jié)構(gòu)細(xì)節(jié),尤其現(xiàn)代詮釋柯克帕特里克學(xué)習(xí)評(píng)價(jià)模型,用法含義及實(shí)例工具和方法.This diagram is the same format as the one above but with more detail and explanation:這是圖一以上為相同的格式更詳細(xì)的解釋,但:

level級(jí)別	evaluation type (what is measured)評(píng)價(jià)型(什么是衡量)	evaluation description and characteristics描述和評(píng)價(jià)特點(diǎn)	examples of evaluation tools and methods評(píng)估工具和方法范例	relevance and practicability相關(guān)性和實(shí)用性
1 一月	reaction反應(yīng)	reaction evaluationis how the delegates felt , and their personal reactions to the training or learning experience , for example:與會(huì)代表認(rèn)為是如何評(píng)價(jià)反應(yīng)、個(gè)人反應(yīng)訓(xùn)練或?qū)W習(xí)經(jīng)驗(yàn),例如: did the trainees like and enjoy the training?當(dāng)時(shí)學(xué)員訓(xùn)練一樣,享受? did they consider the training relevant?何曾考慮相關(guān)培訓(xùn)? was it a good use of their time?它是利用好自己的時(shí)間? did they like the venue, the style, timing, domestics, etc?他們喜歡的場(chǎng)地,風(fēng)格、時(shí)機(jī)、女傭等? level of participation參與程度 ease and comfort of experience安逸經(jīng)驗(yàn) level of effort required to make the most of the learning一級(jí)必須作出最大努力的學(xué)習(xí) perceived practicability and potential for applying the learning自覺(jué)學(xué)習(xí)的實(shí)用性和應(yīng)用潛力	typically 'happy sheets'典型的快樂(lè)片' feedback forms based on subjective personal reaction to the training experience基于個(gè)人主觀形式反饋反應(yīng)訓(xùn)練的經(jīng)驗(yàn) verbal reaction which can be noted and analysed言語(yǔ)反應(yīng)可說(shuō)和分析 post-training surveys or questionnaires培訓(xùn)后的問(wèn)卷調(diào)查,還是 online evaluation or grading by delegates在線等級(jí)評(píng)價(jià)或代表 subsequent verbal or written reports given by delegates to managers back at their jobs隨后口頭或書面報(bào)告,獲得與會(huì)經(jīng)理人的飯碗回	can be done immediately the training ends馬上可以做的訓(xùn)練結(jié)束 very easy to obtain reaction feedback很容易得到反饋反應(yīng) feedback is not expensive to gather or to analyse for groups收集反饋并不昂貴或群體分析 important to know that people were not upset or disappointed沒(méi)有人知道重要底價(jià)或失望 important that people give a positive impression when relating their experience to others who might be deciding whether to experience same重要的是,人們的印象是正面的經(jīng)驗(yàn),當(dāng)他們與其他人可能決定是否經(jīng)驗(yàn)同一
2 二月	learning學(xué)習(xí)	learning evaluationis the measurement of the increase in knowledge or intellectual capability from before to after the learning experience:學(xué)習(xí)評(píng)價(jià)是衡量增加知識(shí)或智力能力的學(xué)習(xí)經(jīng)驗(yàn),從以前到以后: did the trainees learn what what intended to be taught?學(xué)員學(xué)習(xí)什么打算做什么來(lái)教導(dǎo)? did the trainee experience what was intended for them to experience?當(dāng)時(shí)學(xué)員經(jīng)驗(yàn)讓他們體驗(yàn)什么打算? what is the extent of advancement or change in the trainees after the training, in the direction or area that was intended?什么程度提高或改變學(xué)員經(jīng)培訓(xùn)、該方向或地區(qū)的用意?	typically assessments or tests before and after the training一般評(píng)估或測(cè)試訓(xùn)練前后 interview or observation can be used before and after although this is time-consuming and can be inconsistent面試或可用于觀測(cè)雖然是前后費(fèi)時(shí)可以不一致 methods of assessment need to be closely related to the aims of the learning評(píng)估方式需要加以密切相關(guān)的學(xué)習(xí)目標(biāo) measurement and analysis is possible and easy on a group scale測(cè)量和分析可能容易一批規(guī)模 reliable, clear scoring and measurements need to be established, so as to limit the risk of inconsistent assessment可靠、清晰、測(cè)量得分需要建立,借以限制風(fēng)險(xiǎn)評(píng)估不一致 hard-copy, electronic, online or interview style assessments are all possible硬拷貝、電子、風(fēng)評(píng)都在網(wǎng)上或播出訪談	relatively simple to set up, but more investment and thought required than reaction evaluation設(shè)置相對(duì)簡(jiǎn)單,但更需要思考和投資比反應(yīng)評(píng)價(jià) highly relevant and clear-cut for certain training such as quantifiable or technical skills很強(qiáng)的針對(duì)性和鮮明的某些技術(shù)技能培訓(xùn)等量化或 less easy for more complex learning such as attitudinal development, which is famously difficult to assess不容易學(xué)等較為復(fù)雜的態(tài)度,即以言詞難以評(píng)估 cost escalates if systems are poorly designed, which increases work required to measure and analyse如果制度設(shè)計(jì)不當(dāng)成本升高,增加工作必須測(cè)量和分析
3 三月	behaviour行為	behaviour evaluationis the extent to which the trainees applied the learning and changed their behaviour , and this can be immediately and several months after the training, depending on the situation:在多大程度上是行為評(píng)價(jià)學(xué)員的學(xué)習(xí)和運(yùn)用改變自己的行為,這可以立刻和幾個(gè)月的訓(xùn)練后,視情況: did the trainees put their learning into effect when back on the job?當(dāng)時(shí)學(xué)員學(xué)以致用賽前當(dāng)回事? were the relevant skills and knowledge used有相關(guān)的技術(shù)和知識(shí)用于 was there noticeable and measurable change in the activity and performance of the trainees when back in their roles?有明顯變化的活動(dòng),并衡量學(xué)員表現(xiàn)在民國(guó)演什么角色? was the change in behaviour and new level of knowledge sustained?為行為改變、新的知識(shí)水平持續(xù)? would the trainee be able to transfer their learning to another person?學(xué)員將學(xué)習(xí)才能轉(zhuǎn)讓給他人? is the trainee aware of their change in behaviour, knowledge, skill level?學(xué)員認(rèn)識(shí)到自己是行為的改變、知識(shí)、技能水平?	observation and interview over time are required to assess change, relevance of change, and sustainability of change觀察與評(píng)估面試時(shí)間須改變,相關(guān)變革和可持續(xù)性轉(zhuǎn)變 arbitrary snapshot assessments are not reliable because people change in different ways at different times快照任意變動(dòng)評(píng)估不可靠,因?yàn)槿藗円圆煌�的方式在不同時(shí)期 assessments need to be subtle and ongoing, and then transferred to a suitable analysis tool須含蓄而正在進(jìn)行評(píng)估,然后再轉(zhuǎn)到合適的分析工具 assessments need to be designed to reduce subjective judgement of the observer or interviewer, which is a variable factor that can affect reliability and consistency of measurements須評(píng)估旨在減少主觀判斷或觀察員訪談這是一個(gè)可以影響可變因素可靠性和一致性測(cè)量 the opinion of the trainee, which is a relevant indicator, is also subjective and unreliable, and so needs to be measured in a consistent defined way學(xué)員認(rèn)為,這是一個(gè)有關(guān)指標(biāo),也是主觀和可靠,所以需要加以衡量的一貫方式界定 360-degree feedback is useful method and need not be used before training, because respondents can make a judgement as to change after training, and this can be analysed for groups of respondents and trainees360度反饋是必要和有益的方法,不得使用前訓(xùn)練、因?yàn)槭茉L者能作判斷,改變后的培訓(xùn),這可以分析受訪群體及學(xué)員 assessments can be designed around relevant performance scenarios, and specific key performance indicators or criteria圍繞相關(guān)的評(píng)估可以設(shè)計(jì)表現(xiàn)了2016年和具體指標(biāo)或標(biāo)準(zhǔn) online and electronic assessments are more difficult to incorporate - assessments tend to be more successful when integrated within existing management and coaching protocols網(wǎng)上電子評(píng)估將更難-評(píng)估時(shí)往往是比較成功的現(xiàn)有綜合管理和教練議定書 self-assessment can be useful, using carefully designed criteria and measurements自我評(píng)估可以非常有用,使用精心設(shè)計(jì)的標(biāo)準(zhǔn)和測(cè)量	measurement of behaviour change is less easy to quantify and interpret than reaction and learning evaluation計(jì)量行為改變是難以量化評(píng)價(jià)、解釋和學(xué)習(xí)過(guò)的反應(yīng) simple quick response systems unlikely to be adequate簡(jiǎn)單快速反應(yīng)系統(tǒng)未必有充分 cooperation and skill of observers, typically line-managers, are important factors, and difficult to control觀察家合作和技巧,通常線經(jīng)理,都是重要因素,而難以控制 management and analysis of ongoing subtle assessments are difficult, and virtually impossible without a well-designed system from the beginning管理與評(píng)估分析正在進(jìn)行微妙難,幾乎不可能在沒(méi)有良好的制度設(shè)計(jì),從一開(kāi)始 evaluation of implementation and application is an extremely important assessment - there is little point in a good reaction and good increase in capability if nothing changes back in the job, therefore evaluation in this area is vital, albeit challenging實(shí)施評(píng)價(jià)和應(yīng)用,是一個(gè)極為重要的評(píng)估點(diǎn)毫無(wú)反應(yīng)良好如果沒(méi)有良好的增長(zhǎng)能力,改變回來(lái)工作,所以在這方面的評(píng)價(jià)是至關(guān)重要的,盡管挑戰(zhàn) behaviour change evaluation is possible given good support and involvement from line managers or trainees, so it is helpful to involve them from the start, and to identify benefits for them, which links to the level 4 evaluation below行為改變可能給予很好的評(píng)價(jià)是由各級(jí)管理人員的支持和參與或受訓(xùn)這樣有利于讓他們從一開(kāi)始,并確定他們的福利,連接到4級(jí)以下的評(píng)價(jià)
4 四月	results 結(jié)果	results evaluationis the effect on the business or environment resulting from the improved performance of the trainee - it is the acid test結(jié)果評(píng)價(jià)是對(duì)經(jīng)商環(huán)境因表現(xiàn)改善學(xué)員-這是一個(gè)嚴(yán)峻的考驗(yàn) measures would typically be business or organisational key performance indicators, such as:通常企業(yè)或組織措施主要性能指標(biāo),如: volumes, values, percentages, timescales, return on investment, and other quantifiable aspects of organisational performance, for instance; numbers of complaints, staff turnover, attrition, failures, wastage, non-compliance, quality ratings, achievement of standards and accreditations, growth, retention, etc.冊(cè),價(jià)值,比率,時(shí)間尺度,投資回報(bào)和其他組織可以量化方面的表現(xiàn),例如;號(hào)碼申訴,員工流動(dòng)率、減員、失敗、流失、不符合質(zhì)量等級(jí)、標(biāo)準(zhǔn)和認(rèn)證實(shí)現(xiàn)增長(zhǎng),保存等	it is possible that many of these measures are already in place via normal management systems and reporting它可能是許多這些措施已經(jīng)到位通過(guò)正常管理制度和報(bào)告 the challenge is to identify which and how relate to to the trainee's input and influence目前的挑戰(zhàn)是,如何找出其中涉及到學(xué)員的投入和影響 therefore it is important to identify and agree accountability and relevance with the trainee at the start of the training, so they understand what is to be measured因此,我們必須找出并同意責(zé)任制和相關(guān)的培訓(xùn)學(xué)員在開(kāi)始,所以要了解什么是測(cè)量 this process overlays normal good management practice - it simply needs linking to the training input這個(gè)過(guò)程正常重疊好的管理方式,它只是需要連接到訓(xùn)練投入 failure to link to training input type and timing will greatly reduce the ease by which results can be attributed to the training不連接型、投入訓(xùn)練的時(shí)間將大大減少,減輕了成績(jī)歸結(jié)到訓(xùn)練 for senior people particularly, annual appraisals and ongoing agreement of key business objectives are integral to measuring business results derived from training資深人士尤其年度考核和持續(xù)經(jīng)營(yíng)的目標(biāo)是一致的關(guān)鍵業(yè)績(jī)所得積分來(lái)衡量訓(xùn)練	individually, results evaluation is not particularly difficult; across an entire organisation it becomes very much more challenging, not least because of the reliance on line-management, and the frequency and scale of changing structures, responsibilities and roles, which complicates the process of attributing clear accountability個(gè)體、評(píng)價(jià)結(jié)果并不是特別困難;橫跨整個(gè)組織變得更為嚴(yán)峻不僅僅是因?yàn)橐蕾嚲�管理、頻率、規(guī)模結(jié)構(gòu)轉(zhuǎn)變、職責(zé)和作用,而復(fù)雜的過(guò)程交代清楚分?jǐn)?shù) also, external factors greatly affect organisational and business performance, which cloud the true cause of good or poor results同時(shí),外部因素影響極大的組織和經(jīng)營(yíng)成果,真正原因云好壞結(jié)果

 
Since Kirkpatrick established his original model, other theorists (for example Jack Phillips), and indeed Kirkpatrick himself, have referred to a possible fifth level, namely ROI (Return On Investment).柯克帕特里克成立以來(lái)原模型,其他理論家(例如杰克菲利普斯)、柯克帕特里克確實(shí)自己提到可能第五級(jí),即音(投資回報(bào)).In my view ROI can easily be included in Kirkpatrick's original fourth level 'Results'.在我看來(lái),容易被列入感興趣柯克原第四級(jí)'的結(jié)果.The inclusion and relevance of a fifth level is therefore arguably only relevant if the assessment of Return On Investment might otherwise be ignored or forgotten when referring simply to the 'Results' level.列入第五級(jí)和相關(guān)性,因此若說(shuō)只有相關(guān)的評(píng)估投資回報(bào)否則可能被忽視或遺忘時(shí)指純粹'結(jié)果'的水平.
Learning evaluation is a widely researched area.學(xué)習(xí)評(píng)價(jià)是一種廣泛研究領(lǐng)域.This is understandable since the subject is fundamental to the existence and performance of education around the world, not least universities, which of course contain most of the researchers and writers.這是可以理解的,因?yàn)檫@個(gè)問(wèn)題是根本的生存和教育表現(xiàn)全世界同樣的大學(xué),其中當(dāng)然大部分的研究者和作家.
While Kirkpatrick's model is not the only one of its type, for most industrial and commercial applications it suffices; indeed most organisations would be absolutely thrilled if their training and learning evaluation, and thereby their ongoing people-development, were planned and managed according to Kirkpatrick's model.而柯克模式不是唯一的方式,大多數(shù)工業(yè)和商業(yè)應(yīng)用它足以;事實(shí)上,如果多數(shù)團(tuán)體將是十分興奮的培訓(xùn)和學(xué)習(xí)的評(píng)價(jià),從而不斷人為開(kāi)發(fā)經(jīng)過(guò)規(guī)劃和管理,依照柯克帕特里克的模型.
For reference, should you be keen to look at more ideas, there are many to choose from...供參考,如果你渴望更多的想法來(lái)看,還有很多選擇::

• Jack Phillips' Five Level ROI Model杰克菲利普斯'五個(gè)層次模型感興趣
• Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product)丹尼爾敎的CIPP模式(背景、輸入、過(guò)程、產(chǎn)品)
• Robert Stake's Responsive Evaluation Model羅伯特股權(quán)的回應(yīng)評(píng)價(jià)模型
• Robert Stake's Congruence-Contingency Model羅伯特股權(quán)的余應(yīng)變模式
• Kaufman's Five Levels of Evaluation考夫曼的五個(gè)層次評(píng)價(jià)
• CIRO (Context, Input, Reaction, Outcome)仙樂(lè)(背景、輸入、反應(yīng)、結(jié)果)
• PERT (Program Evaluation and Review Technique)PERT(計(jì)劃評(píng)審技術(shù))
• Alkins' UCLA Modelalkins'示范分校
• Michael Scriven's Goal-Free Evaluation Approach邁克爾scriven的目標(biāo)--自由評(píng)價(jià)辦法
• Provus's Discrepancy Modelprovus的差異模型
• Eisner's Connoisseurship Evaluation Models艾斯納的鑒賞評(píng)價(jià)模式
• Illuminative Evaluation Model照明評(píng)估模型
• Portraiture Model肖像模型
• and also the American Evaluation Association美國(guó)評(píng)估協(xié)會(huì)也

Also look at Leslie Rae's excellent Training Evaluation and toolsavailable on this site, which, given Leslie's experience and knowledge, will save you the job of researching and designing your own tools.萊斯利還看評(píng)審的評(píng)價(jià)和良好的訓(xùn)練工具,這個(gè)網(wǎng)站瀏覽,其中萊斯利獲得的經(jīng)驗(yàn)和知識(shí),將會(huì)節(jié)省您的工作,研究和設(shè)計(jì)自己的工具.
 
evaluation of HRD function performance人力資源功能績(jī)效評(píng)價(jià)
If you are responsible for HR functions and services to internal and/or external customers, you might find it useful to go beyond Kirkpatrick's evaluation of training and learning , and to evaluate also satisfaction among staff/customers with HR department's overall performance .如果你是負(fù)責(zé)內(nèi)部人力資源和服務(wù)功能和/或外部客戶你可能會(huì)覺(jué)得有用超越柯克評(píng)價(jià)培訓(xùn)和學(xué)習(xí),提高員工的滿意評(píng)價(jià)也/客戶提供人力部的整體表現(xiàn).The parameters for such an evaluation ultimately depend on what your HR function is responsible for - in other words, evaluate according to expectations.參數(shù)這種評(píng)價(jià)最終要靠你們什么功能是負(fù)責(zé)人力資源--換言之,據(jù)評(píng)估期望.
Like anything else, evaluating customer satisfaction must first begin with a clear appreciation of (internal) customers' expectations.喜歡什么,首先必須先評(píng)估客戶滿意升值(內(nèi)部)明確顧客的期望.Expectations - agreed, stated, published or otherwise - provide the basis for evaluating all types of customer satisfaction.期望商定,題,刊登與否提供依據(jù)各類客戶滿意的評(píng)價(jià).
If people have expectations which go beyond HR department's stated and actual responsibilities, then the matter must be pursued because it will almost certainly offer an opportunity to add value to HR's activities, and to add value and competitive advantage to your organisation as a whole.如果人們期望超越人力部的聲明和實(shí)際責(zé)任那么要追查因?yàn)閹缀蹩隙〞?huì)提供機(jī)會(huì)增值小時(shí)的活動(dòng)中,價(jià)值和競(jìng)爭(zhēng)優(yōu)勢(shì),加上貴組織作為一個(gè)整體.In this fast changing world, HR is increasingly the department which is most likely to see and respond to new opportunities for the support and development of the your people - so respond, understand, and do what you can to meet new demands when you see them.在這個(gè)瞬息萬(wàn)變?cè)絹?lái)越多的人力資源處最容易看到和應(yīng)對(duì)新的機(jī)遇和支持你們開(kāi)發(fā)的人怎么回應(yīng),理解,你可以做什么,以滿足新的需求,當(dāng)你看到他們.
If you are keen to know how well HR department is meeting people's expectations, a questionnaire, and/or some group discussions will shed light on the situation.如果你渴望知道人力部會(huì)的預(yù)期,一份問(wèn)卷,和/或分組討論會(huì)揭示一些情況.
Here are some example questions.以下是一些例子提問(wèn).Effectively you should be asking people to say how well HR or HRD department has done the following:有效地說(shuō),你應(yīng)該要求人們?nèi)绾巫鋈肆�資源或人力資源處:

• helped me to identify , understand , identify and prioritise my personal development needs and wishes , in terms of: skills , knowledge , experience and attitude (or personal well-being, or emotional maturity, or mood, or mind-set, or any other suitable term meaning mental approach, which people will respond to)幫我查明,認(rèn)識(shí),識(shí)別和優(yōu)先發(fā)展的需要和個(gè)人意愿,在:技能、知識(shí)、經(jīng)驗(yàn)和態(tài)度(或個(gè)人福祉,或情緒成熟度,或者心情,或者心態(tài),精神病或其他適當(dāng)方式意義而言,人們會(huì)回應(yīng))
• helped me to understand my own preferred learning style and learning methods for acquiring new skills , knowledge and attitudinal capabilities幫助我了解自己喜歡的學(xué)習(xí)風(fēng)格和學(xué)習(xí)方法學(xué)習(xí)新技能、知識(shí)和態(tài)度能力
• helped me to identify and obtain effective learning and development that suits my preferred style and circumstances幫我找出有效的學(xué)習(xí)和發(fā)展,并取得適合我國(guó)情況和首選風(fēng)格
• helped me to measure my development , and for the measurement to be clear to my boss and others in the organisation who should know about my capabilities幫我發(fā)展,我來(lái)衡量,要明確和計(jì)量等我老板來(lái)了誰(shuí)知道我的組織能力
• provided tools and systems to encourage and facilitate my personal development提供工具和體系,鼓勵(lì)和促進(jìn)個(gè)人發(fā)展
• and particularly helped to optimise the relationship between me and my boss relating to assisting my own personal development and well-being尤其是有助于更好的關(guān)系,我和我的老板關(guān)于協(xié)助我個(gè)人的發(fā)展和福祉
• provided a working environment that protects me from discrimination and harassment of any sort我提供了一個(gè)工作環(huán)境,保護(hù)任何種類的歧視和性騷擾
• provided the opportunity for me to voice my grievances if I have any, (in private, to a suitably trained person in the company whom I trust) and then if I so wish for proper consideration and response to be given to them by the company只要讓我有機(jī)會(huì),如果我有任何不滿,(私下受過(guò)適當(dāng)訓(xùn)練的人員來(lái)我公司信任),然后想如果我做適當(dāng)?shù)目紤]并給他們的回答是該公司
• provided the opportunity for me to receive counselling and advice in the event that I need private and supportive help of this type, again from a suitably trained person in the company whom I trust我提供了機(jī)會(huì),接受輔導(dǎo)和咨詢活動(dòng),我需要幫助和支持民營(yíng)這類,再?gòu)氖苓^(guò)適當(dāng)訓(xùn)練的人,我相信該公司
• ensured that disciplinary processes are clear and fair, and include the right of appeal確保懲戒程序清晰、公平、包括訴權(quán)
• ensured that recruitment and promotion of staff are managed fairly and transparently確保招聘管理人員和促進(jìn)公正和透明
• ensuring that systems and activities exist to keep all staff informed of company plans, performance, etc., (as normally included in a Team Briefing system)確保系統(tǒng)存在和活動(dòng)的所有工作人員隨時(shí)了解公司的計(jì)劃,演出等(通常在一隊(duì)通報(bào)制度)
• (if you dare...) ensuring that people are paid and rewarded fairly in relation to other company employees, and separately, paid and rewarded fairly when compared to market norms (your CEO will not like this question, but if you have a problem in this area it's best to know about it...)(如果你敢:)確保人們付出相當(dāng)?shù)膱?bào)酬,并與其它公司雇員,另外,薪和獎(jiǎng)勵(lì)規(guī)范市場(chǎng)頗為相比(總裁不會(huì)喜歡你這個(gè)問(wèn)題,但如果你有這方面的問(wèn)題也最好知道::)
• (and for managers ) helped me to ensure the development needs of my staff are identified and supported(經(jīng)理)幫我發(fā)展的需要,保證和支持我的工作人員發(fā)現(xiàn)

This is not an exhaustive list - just some examples.這不是無(wú)遺--只是一些例子.Many of the examples contain elements which should under typical large company circumstances be broken down to create more and smaller questions about more specific aspects of HR support and services.許多的典型事例含有一些大公司的情況下,應(yīng)該可以創(chuàng)造更多、破裂小問(wèn)更具體的支持和人力資源方面的服務(wù).
If you work in HR, or run an HR department, and consider that some of these issues and expectations fall outside your remit, then consider who else is responsible for them.如果你在人力資源工作,或者開(kāi)辦了人力資源處并認(rèn)為其中一些問(wèn)題和期待屬于你職權(quán)然后考慮誰(shuí)應(yīng)該負(fù)責(zé).
I repeat, in this fast changing world, HR is increasingly the department which is most likely to see and respond to new opportunities for the support and development of the your people - so respond, understand, and do what you can to meet new demands when you see them.我再說(shuō)一次,在這個(gè)瞬息萬(wàn)變?cè)絹?lái)越多的人力資源處最容易看到和應(yīng)對(duì)新的機(jī)遇和支持你們開(kāi)發(fā)的人怎么回應(yīng),理解,你可以做什么,以滿足新的需求,當(dāng)你看到他們.In doing so you will add value to your people and your organisation - and your department.這樣你會(huì)增值你和你的人民團(tuán)體和貴處.