一个公共领域公司的有效管理发展计划

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大多数人把“终身工作”视为拥有一份能保证一辈子稳定收入和生活的职业。当稳定收入、医疗保险和退休福利在私营部门变得越来越少时，从政府获得一份长期工作就变得很有吸引力。政府公司可以提供一种从摇篮到坟墓的财务担保，这是任何私营企业都无法做到的。尤其是在像现在这样的经济衰退或新冠疫情的情况下，从公共部门获得一份永久性的工作带给人们更大的安心。

公共部门培训高级雇员的挑战
缺乏培训技能是政府绩效改进、领导力培训无法持续的原因。所有的培训师都很难接触到他们的受众。当培训者在培训成人时没有经历专业发展，学习者只能所学寥寥。另外是资源的可用性、适当性以及学习环境的质量。枯燥的材料必然会分散学习者的注意力。例如，1994年，我刚从圣地亚哥大学毕业，就作为一名保险销售顾问在GEICO（Government Employees Insurance Company）接受了一个月的销售技能培训。由于现场缺乏互动，我和同事都不喜欢培训课程。当培训师通读材料手册时，教室变得比沙漠还要难熬。午饭后在温暖的教室里保持清醒成了我们当时面临的最大挑战。

虽然名称中使用了“政府 (government)”一词，但GEICO是一家不隶属于美国政府的私人公司。作为一个全职的GEICO伙伴，员工有机会获得一个全面的薪酬计划，其中包括各种各样的选择，以保持健康和福利。GEICO与政府部门公司的唯一区别在于，在GEICO规定强制性退休年龄是合法的。随着预期寿命的增加，具有特殊技能、兴趣或愿望的高级员工往往会留在自己的岗位上，直到他们到了可以离开的年龄。他们知道自己可能不会致富，但他们追求的是工作保障和健康福利。在GEICO工作的这几年里，我经常听到年轻的管理者在完成转型目标时遇到的挑战。他们发现激励比他们年龄大、生活经验丰富的团队成员是一件很累人的事。

无论来自公共或私营企业，当高级员工的学习跟不上时，他们可能没有新的知识和技能来支持他们做出正确的决策。而且，他们可能无法成长为他们本可以成为的领导者。他们工作的时间越长，这个部门的工作效率就越低。随之，主办机构可能会最终因为高昂的医疗费用而支付更多的钱。

公共部门的高级雇员面临着在职业生涯中多次学习或重新学习工作的要求。由于美国公共部门强有力的就业保护，那些学习能力不强的人永远不会被炒鱿鱼。更糟糕的是，这些员工并不总是认为他们需要在为雇主工作一段时间后再接受培训。有些人在学习新角色的过程中可能会感到不安或对立，甚至在老板分配给他们不同的职责时会感到被冒犯。终身制工作使管理者无法招聘或提拔新的有才华的员工。此外，这也给他们带来了激励高级员工参与新学习的挑战。

影响成人学习方法的两个因素
工作场所的绩效提升、领导力培训是知识转移的艺术。这是一个学习过程，让学习者和培训者相互学习，输出反馈。当培训师把学习材料塞进每一堂课，或者当员工仅仅满足于自己的职业和生活时，几乎不会有什么收获。当培训师对如何传授知识和技能知之甚少或面对一无所知的管理者时，就不会有有效的学习。在工作场所的成人学习环境中，员工代表着知识和想法的源泉。因此，如果管理者能让成人学习者参与到决策中来，这种参与可以使管理者和员工都能为组织的成功做出贡献。

成人学习者的动机是内在的而不是外在的
管理者每天能做的最多的事情就是帮助员工在工作场所体验成功的成就。当管理者鼓励员工将价值观和经验带到工作中时，员工会更加专注于自己擅长的工作。因此，如果员工能找到他们的学习材料和以往的经验之间的关系，他们就能更好地吸收新的信息。因为快乐的学生学得更好，在学习环境中拥有积极的情绪可以帮助成人学习者记住复杂的材料。本质上，拥有动机和敞开的思想成为成人学习的重要方面。

积极思考对成功的学习也起着至关重要的作用。管理者应该花更多的精力去学习他们高级员工的知识和成就。批评可能会伤害并导致人们感到被冒犯，有时甚至会对团队精神造成真正的伤害，因此管理者应该控制或最好避免有关不愿向高级员工学习的负面情绪。与经验有关的实际工作案例可以更好地扩展学习者对新概念的领悟。管理者还应该让高级员工参与决策和参与新员工的指导。当年长者感觉良好并为自己对公司的贡献感到自豪时，他们也会更好地适应变化和期望。随后，管理者可以再次尝试他们的学习视野。
成年人需要知道为什么他们需要学习（在学习前）——为了更好的明天
除了拥有精心设计和组织的学习材料外，所有员工都想知道为什么他们需要在花费时间和精力之前先学习一些东西。为了在公共部门实施成功的管理发展计划，培训师和管理者应在第一堂课上尽可能清楚地向学员展示“需要知道”的内容。管理者可以将一套新的规程、指导方针和程序整合为学习环境的一部分。管理者还应根据学员的观点向他们说明学习的好处。为了提高学习效率，他们可以通过激发、连接固有的欲望和组织学习目标来促进自我导向的学习行为。

结论
马斯洛需求层次论认为自我实现是我们潜能的完全实现。同时，我们的能力和对生活的欣赏得到了充分的发展。当我们在生活的不同领域表现出色，我们的成就得到认可时，学习就变得有意义了。在GEICO工作了整整四年之后，尽管我的知识水平和销售业绩都有所提高，但我还是处于一个没有成功的境地。我的老板只关心我能多挣多少销售收入，以及我还能在地区顶级销售岗位上工作多少年。似乎没有人在意我对升职的感觉，因为他们从不把我包括在玻璃天花板的谈话中。如果主管们选我参加高级培训，我本可以多待一会儿的。
再培训可以帮助高级员工意识到他们没有被遗忘，并帮助他们找回目标感。教高级员工学习的最佳实践是培养一个同时鼓励引导和学习的社会环境。除了监督绩效产出和管理员工外，管理者还应倡导在工作场所建立多元化和多代人的劳动力队伍。通过最大化部门内的人际交往能力，员工可以相互学习丰富的知识和经验。在工作场所实践安德拉格学——关于应用一种整体的方法，在生命历程发展史中考虑学习需求。员工和管理者之间的理解和接受程度越高，工作环境就越和谐。随后，一个公司可能会有更多自我激励的员工来集体完成组织目标。在工作场所培养多样化和多代人的环境应是当今世界成人学习成功的最终目标。

Title：An effective management development program for a company in the public sector （原文）
Most people look at a “Job for life” as having an occupation that guarantees a lifetime of steady income and supports. When income stability, health insurance, and retirement benefits become rarer in private sectors, having a permanent job from the government becomes attractive. Government companies can provide a cradle-to-grave type of financial securitythat no privately owned business would or could afford to do. Especially during a recession or pandemic situation like now, securing a permanent job from the public sector can bring people greater peace of mind.
Challenges to train senior employees in a public sector
A lack of training skills is why performance improvement leadership training in a government company fails to stick. All trainers struggle to reach their audiences. When trainers have not gone through professional development in training adults, learners canaccomplish relatively little learning. One more issue is the availability and appropriateness of resources and the quality of learning environments. Boring materials can surely distract learners from staying focus. For example，in 1994, right after I graduated from college in San Diego, I went through a month of sales skill training at GEICO as an insurance sales counselor. Neither my co-workers nor I enjoyed the training sessions due to a lack of live interaction. The class became even drier than a desert when the trainer read through the handbook of materials. Trying to stay awake in a warm classroom after lunch became the biggest challenge for all of us.
Despite the word “government” used in its name, GEICO is a private corporation not affiliated with the US government. As a full-time GEICOassociate, employees have the opportunity to receive a comprehensive salary program with benefits that includes a variety of options to preserve health and well-being. The only difference between GEICO and a company from the public sector is that it is legal to write up a mandatory retirement age at GEICO. With the impact of increased life expectancy, senior employees who had special skills, interests, or desires tended to stay in their positions until they reached their age to go. They knew they might not get rich, but job security and health benefits were what they were after. Throughout my years at GEICO, I often overheard young managers having challenges accomplishing their transformational goals. They had found it exhausting to motivate team-members who were older and much more experienced in life than they were.
Regardless of coming from a public or privately owned business, when senior employees do not keep up with their learning, they may not have the new knowledge and skills to support them in making good decisions. Also, they may not grow into the leaders they can be. The longer they work, the less productive the department may become. Consequently, the more money the host organization may end up paying due to high health care costs.
Senior employees from the public sector face demand to learn or re-learn their job multiple times in a career. Those who do not have strong learning skills still never get fried due to the strong job protection in the public sector of the US. What is worse is these employees do not always believe they need to be trained again after working an extended period for the employer. Some may feel insecure or become oppositional in their new role learning or even feel offended when their boss assigns them different responsibilities. A permanent job for life prevents managers from recruiting or promoting new talented employees. Also, it gives them challenges to motivate senior employees to participate in new-learning (Lavigna, 2014).
Two elements that impact the approach in adult learning
Performance improvement leadership training at a workplace is all about the art of knowledge transfer. It is a learning process that allows learners and trainers to learn, back and forth, from each other. When trainers have learning materials crammed into every lesson, or when employees are satisfied just-to-get by with their career and life, little learning can happen. When trainers are managers who have little or no understanding of how to transfer their knowledge and skills, no effective learning occurs. Within an adult learning environment at a workplace, employees represent a source of knowledge and ideas. So, if managers can get adult learners involved in decision-making, such participation can empower both managers and their employees to contribute great success in an organization.
The motivation for adult learners is internal rather than external
Performance improvement leadership training is about developing skills, knowledge, and personal abilities to change behavior within an organization. The most managers can do every day is to help their employees to experience successful accomplishment at the workplace. Employees become more engaged in what they are good at doing when managers encourage them to bring in values and experiences to work. So, if employees can find relations between their learning materials and prior experiences, they can process new information better. Because happy students learn better, having positive emotions in a learning environment can help adult learners remember complex materials. In essence, having motivation and open-mindedness become the crucial aspects of adult learning (Knowles & Swanson, 2015, p.218-229).
Having positive thinking also plays a critical role in successful learning. Managers should spend efforts on learning more about the prior knowledge and achievements of their senior employees. Since criticism can hurt and cause people to feel offended, or sometimes even do real damage to a team’s spirit, managers should control or best avoid the flow of crtticism about the reluctance to learn of their senior employees. One’s real-life work cases related to experience expand learners’ processing better in new concepts. Managers shouldalso invovle their senior employees in making decisions and participating in new employee mentoring. After seniors feel good and become proud of their contribution to the company, they will also feel better about adjusting to changes and expectations. Subsequently, managers can try again to work on their learning horizons ( Kislik, L., 2019; Knowles & Swanson, 2015, p.222)
Adults need to know why they need to learn something before learning it – for a better tomorrow.
Besides having well-designed and organized learning material, all employees want to know why they need to learn something before spending time and effort. To carry out a successful management development program in the public sector, trainers and managers should demonstrate learners “need to know” as clearly as possible during the first class. Managers can integrate a new set of disciplines, guidelines, and procedures as part of the learning context. Managers shall also describe the benefits of learning to the class participants based on their point of view. To increase learning effectiveness, they can promote self-directed learning behaviors by stimulating and connecting innate desires with the organizational learning objectives and goals (Knowles & Swanson, 2015, p.162; p. 224).
Conclusion
The Maslow hierarchy of needs argued that self-actualization is the complete realization of our potential. Also, our full development of abilities and appreciation for life. As we excel in different areas of our life, learning becomes meaningful when our achievement is acknowledged. After working a full four years at GEICO, I was in a no-win situation, despite my higher education level and sales performance achieved. My bosses only cared how much more of the sales revenue I could generate and how many more years I could stay on the regional top salespost. Nobody seemed to acknowledge my feelings towards a job advancement, as they never included me in the glass ceiling conversation. I could have stayed a bit longer if the team of supervisors selected me for advanced training.
Retraining can help senior employees realize that they have not been forgotten and help bring them back a sense of purpose. The best practice in teaching senior employees to learn is cultivating a social environment that encourages guiding and learning at the same time. In addition to overseeing performance output and managing employees, managers should advocate a diverse and multi-generational workforce in the workplace. Through maximizing interpersonal capacity within a department, employees can learn the wealth of knowledge and experiences from one another. Practicing andragogy in a workplace is about applying a holistic approach that considers learning needs within a life course development history. The more understanding and acceptance between employees and managers, the more harmonious the work environment can become. Subsequently, the more self-motivated employees a company may have for accomplishing the organizational goals collectively. Cultivating a diverse and multi-generational environment at a workplace shall be the ultimate goal for achieving adult learning success in today’s world (Knowles & Swanson, 2015, p. 105-111; p.162; p. 226).
References
Kislik,L. (2019, November, 18). How to manage a stubborn, defensive, or defiant employee. Harvard business review. Retrieved from: https://hbr/2019/11/how-to-manage-a-stubborn-defensive-or-defiant-employee
Knowles, M.S., Holton, E.F., & Swanson, R.A. (2015). The adult learner: The definitive classic in adult education and human resource development. London and New York: Routledge.
Lavigna, R. (2014, November, 28). Why government workers are harder to motivate”. Harvard business review. Retrieved from: https://hbr/2014/11/why-government-workers-are-harder-to-motivate
本文作者
Beatrice,香港出生。年少只身去美国学习，美国东伊利诺大学（Eastern Illinois Univeristy)老龄化研究文学硕士。在上海经营过自己设计的服装品牌20年。如今转行从事有关养老培训行业（目标是开办自己品牌的老年日托中心，解决老父母不高兴进养老院，儿女白天上班没有时间照顾的难题）。把国外有关照顾老人痴呆的知识和技术引进国内。非常敬业和有爱心，有持续学习力和创新进取精神。

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