谢如鹤:"五源驱动"培养冷链物流特色人才

我国物流教育在多年的发展中,培养了包括冷链物流人才在内的大批高素质专业人才,为行业发展做出了巨大的贡献.但是,随着近些年冷链物流的快速发展,高校物流毕业生与冷链物流行业需求之间的差距也愈发明显. 要完善专业物流人才培养体系,除了需要有条件的普通本科院校和职业院校开设冷链物流相关专业或课程,重点培养冷链产品供应链管理、冷...     

应用型物流管理专业理论教学的一种探索

提出应用型本科院校的理论教学有自身的特色,不能沿袭普通本科院校的教学模式。物流管理作为应用型本科院校新开办的专业,其理论教学还处于起步阶段。同时分别对应用型物流管理专业理论教学的特点、存在的问题和改进措施等三方面进行了探索。     

普通本科高校物流管理专业办学中存在的问题及建议

针对我国普通本科高校物流管理专业办学现状,指出办学过程中存在的一些问题,给出解决这些问题的几点建议,希望能为普通本科高校物流管理专业教学部门提供参考价值。     

独立学院的财务管理问题研究

随着我国高等教育由精英教育转变为大众教育,我国高等教育出现了一种新型的办学模式,这就是由普通本科院校和社会力量合办的独立二级学院。作为一种新型的办学机制和模式,独立学院在办学资金的筹集、运用与管理等方面有别于其他普通本科院校。如何加强独立学院的财务管理,找到一种适合独立学院财务管理的基本模式,是当前高校财务管理工作的一项重要课题与任务。     

高职育人目标应准确定位于培养技术应用型人才

在高职教育实际工作中,存在着高职院校育人目标定位模糊的问题,要么把高职教育作为创收手段,要么向普通本科院校靠拢,导致人才培养的定位不准确,育人质量良莠不齐。我国高职院校的育人目标应该准确定位于培养专门高技术应用型人才。这不但与国际职业教育接轨,更是我国现代化建设实际需要,是教育规律使然。     

关于我国物流教育的思考

一、我国物流教育发展的 现状和问题(一)我国物流教育的状况。我国的物流教育是由物资管理、交通运输管理、商业储运管理等专业演变过来的。近几年来,随着物流作为“第三利润源泉”得到企业和有关方面的重视,物流教育也得到了相应发展,我国的大中专院校开始设置物流管理、物流     

我国开设物流类专业的高等院校基本情况研究

近年来,随着物流产业的不断繁荣,我国开设物流专业的大学越来越多。数量的增长并不意味着我国物流教育领先于世界。相反。大多数院校不具备开设物流专业的基本条件．无限度的扩张只会给这个新生的专业带来许多问题。文章分析了我国现阶段开设物流类专业院校的数量、层次、地区分布等。提出只有限制规模、走内涵建设的道路,才能为社会培养合格的物流人才。     

小议高等学校教育成本核算

截止到2007年4月13日,我国教育部公布的《2007年具有普通高等学历教育招生资格的高等学校名单》中,普通本科院校742所、普通高职院校1109所、经国家批准设立的独立学院317所、经国家审定的分校办学点118个(不     

新升格普通本科院校人事档案管理工作之研究

上世纪末至今,我国高等教育经历了一个高速发展阶段,各级各类学校都有了新的局面。为此,研究运用文献资料、专家访谈、逻辑分析等社会学研究方法对新升格普通本科院校的人事档案管理工作进行了初步研究。通过分析在新的形势下新升本院校人事档案管理工作中存在主要问题的根源,探讨解决之道,提出合理化对策,以期待新升格普通本科院校的人事档案管理工作更进一步。     

对高职物流专业就业“落地”问题的探究

高职教育是我国一种特殊的教育方式,也是我国社会发展的需要。高职教育中物流专业毕业生就业目前的情况并不乐观,该问题值得我们关注。本文从职业高校物流毕业生的就业形势谈起,分析了我国现阶段对物流人才的需求状况,接着对物流从业人才的要求做了分析,最后得出高职院校需要加大对物流专业人才的培养力度,特别是要注重提高毕业生的专业能力和综合能力。     

'More is not necessarily better': the relationship between the quantity and quality of training efforts

International comparisons indicate that, on average, Belgian companies spend less on training than their French, German and Dutch counterparts. Encouraging companies to commit to training has consequently been an important policy goal over the last few years. One notable aspect of the policy to encourage training efforts by companies is that the effort is always represented in terms of the resources invested (input), not in terms of the learning achieved (output) or the quality of training programmes (throughput). Government policy is aimed at increasing the level of investment in company training. One of the questions we wish to investigate is whether this input-oriented approach to the training issue is actually effective. Whether companies will succeed in raising human capital to ever-increasing levels may depend not only (and maybe not even chiefly) on the extent of financial investment in training. The investment level does not necessarily determine the quality of the training processes developed by companies. Therefore, this paper focuses on the following research questions: (1) to what extent do companies monitor the systematic development of sufficiently effective training processes? In other words, is qualitative under-investment an issue, alongside financial under-investment? (2) Is the level of financial investment in company training correlated to the quality of training processes? The empirical data confirm that a kind of 'qualitative' under-investment can be reported and that the relationship between the level of investment in training and the quality of the training programmes is weak.     

应用型会计本科人才培养目标与模式研究

本文认为,我国高等教育已逐渐进入大众化阶段。为适应会计人才市场对会计人才的需求,一般高等学校的会计本科教育应把培养应用型会计人才作为培养目标,并以此为核心构建相应的人才培养模式。     

基于系统推进的农民工培训有效性影响因素分析——来自北京市农民工培训的实证调查

基于2013年北京市农民工实证调研数据,借鉴人力资本理论、培训效果评估模型及多重logistic模型,本文对农民工培训的有效性及其影响因素进行分析。结论显示:培训因素在所有影响农民工培训效果的因素中作用最显著;人力资本的持续投资是农民工提高就业质量和提高收入的必由之路;政府资助农民工培训的就业效果比较显著,企业资助农民工培训的收入效果比较显著;高水平培训是提高农民工就业稳定性和增加农民工收入的必要条件。     

浅析中职教育实践性教学强化训练的重要性

文章阐述了强化训练对学生“双证”毕业乃至就业的重要性，从指导老师的角度提出如何才能带好实践性教学——强化训练。     

特种车队培训工作的几点思考和建议

随着石油企业发展步伐的加快,将在更新管理手段、引入经营理念等领域进行改革。随着新设备、新技术的大量投入运用,在强化职工培训、提高员工素质等人力资源方面进行改革和探索变得尤为重要。     

The Economics of Private Sector Training: A Survey of the Literature

Abstract.  This survey organizes and summarizes existing theoretical work on private sector training. The theoretical models focus on investment efficiency, finance and turnover. Recent developments in the on-the-job training literature are characterized by strategic interaction between employers and employees and emphasize market imperfections.     

Does it matter where to conduct training? Accounting for cultural factors

Training is an important function of human resource management. However, prior research about the relation between culture and training mostly focuses on a particular region, uses a few single case studies or examines only one or a few dimensions of culture at a time. We believe a more holistic and systematic approach is warranted. To address this need, we provide a theoretical framework which proposes that cultural factors affect training effectiveness via (1) contents and methods, (2) selection of trainers, and (3) learners' motivation, valence and learning style. In the context of cross-cultural training, we also reason that the congruence between parent and host culture influences training process and effectiveness. Implications for practice and future research are discussed.     

事成于人 业兴于才——长江航道技术人才队伍建设30年回顾

通过实施“科教兴航”、“人才强局”的战略,长江航道局逐渐形成了比较完善的人才培养机制,建。立了一支专业结构合理、整体素质不断提高的长江航道专业技术人才队伍,有力地促进了长江航道事业的发展。     

A Direct Comparison of the Learning Outcomes from Training Programs and Job Experiences in Malaysian Organizations

ABSTRACT

In organizational settings, employees learn mainly through performing their jobs and by attending training programs. Empirical evidences that compare on the types and extent of learning occur from these two methods, however, are lacking and thus worthwhile examining. Hence, a questionnaire-based survey was conducted among one hundred seventy-five employees from various firms in Malaysia. This paper reports findings from the survey which addresses two main research questions: (1) What are the differences and similarities in learning outcomes of job experiences and formal training programs? and (2) Which method is superior? The respondents were asked to rate, using a five-point scale, five learning outcomes attributable to formal training programs and job experiences: recognition, job knowledge, communication and interpersonal skills, job quantity and quality, and independence and flexibility. The mean rating shows communication and interpersonal skills as the first-ranked learning outcome from both methods. On the other hand, recognition was ranked the lowest. T-test results indicate a significant overall superiority of job experiences over formal training programs. These and other findings imply important considerations in designing job and training in organizations. This paper calls upon organizations as well as individual employees to re-examine their approaches to workplace learning in order to obtain a synergetic learning impact from both job experiences and formal training.     

Outcomes reported by students who participated in the 1994 Shell Technology Enterprise Programme

Policy-makers have supported initiatives that enhance the competitiveness of small and medium-sized enterprises (SMEs). They have also encouraged more students to seek jobs in SMEs. This study assessed the contribution of the 1994 Shell Technology Enterprise Programme (STEP), which subsidized the employment of students in SMEs in the UK. A key issue is whether STEP students participating in the programme reported significantly superior benefits than students who had never participated in the programme (i.e. non-STEP students). Outcomes associated with the programme were assessed over a 36-month period between 1994 and 1997. The programme had no significant impact on the ability students to have obtained full-time jobs. Similarly, the programme was not found to be significantly associated with the ability of graduates to have obtained full-time jobs in small private firms. Both STEP and non-STEP students reported in 1997 less positive attitudes towards self-employment or starting their own business. However, STEP students expressed a significantly more positive attitude than non-STEP students towards self-employment or starting their own business. Conclusions and implications for policy-makers and practitioners are detailed.