natgillin/translations-raw huggingface dataset:
Iværksættelse af et internt uddannelsesprogram (F4, El, E2).
3.1.2 Concept changes towards new or different groups of customers.
Forsøg med lærlingeuddannelsescentre udstyret med mange forskellige slags undervisnings materiale (IRL3). • Omstrukturering af uddannelsesafdelingen med fokus på kvalitet og specialisering (l 1,
A chain of ready­to­wear garments, D4, moved away from the concept of a specialized depart­ment store for all types of customers about five years ago. The firm, heavily immersed in the
Det ændrede image i sig selv har ingen indvirkning på uddannelsen.
A change of image does not in itself have ef­fects on training.
Men ændringen af handelsmålsætning og kundekreds samt indførelsen af kundeservice gjorde det nødvendigt at udarbejde et uddannelsesprogram for kassemedarbejdere og ekspedienter, der var vigtige faktorer for det nye image, som virksomheden ønskede at give sine forretninger.
But the commercial goals of the company ­ to attract new customers, and de­velop consumer service in certain areas ­ did in fact lead to the setting up of a training pro­gramme for cashiers and sales staff, as an im­
Uddannelsesaktioner i samarbejde med ar bejdsmarkedets parter (DK2).
portant part of the new ¡mage the firm wanted to create for its outlets.
Materialet omfatter i alt 50 eksempler (sammenslutninger og den multinationale frivillige kæde ikke medregnet).
Sample: 50 cases (not including associations or multinational voluntary chains);
Kvalitative udviklingstendenser på efter uddannelsesområdet mellem 1989/90 og 1992: 22 virksomheder
Qualitative changes in continuing training between 1989/90 and 1992:
Af casematerialet fremgår det, at der er en udpræget tendens til at placere uddannelsen i virksomhedsregi. Meget få virksomheder sender deres ansatte til eksterne uddannelsesinstitutioner, og i givet fald er det en form for privilegium, der vises dem, med undtagelse af navnlig Danmark, hvor det er en gængs praksis.
3.2 The organization of continuing training The creation of an internal structure for providing continuing training is one of the important indicators of the strategic role which companies bestow on training.
3.2.2.1 Decentralisering af uddannelsen
What may be deduced from the analysis of the case studies is that retail trade is undergoing a process of evolution in continuing training.
Oprettelse af en efteruddannelsesafdeling
The FORCE sectoral study works as a survey of a process of profound change.
Indledningsvis giver vi eksempler på virksomheder, der har en uddannelsesafdeling, men som ikke har deres eget uddannelsescenter.
3.2.1 Recent structural changes Our sample presents certain cases with a long standing tradition in continuing training, with structures in place prior to 1 980, which have not changed significantly up to now.
Først skal vi se på de virksomheder, der lægger vægt på en decentraliseret uddannelsesstruktur.
However, in most cases there have been structural changes since 1985, many very recent, and some still working on a trial basis.
Heraf: a. En central uddannelsesafdeling, der fungerer som serviceorgan for enheder med decentraliserede beføjelser.
This means that in over 70% of our cases there has been profound structural change, affecting the training structure, in the past 7 years.
5 b. En central uddannelsesafdeling suppleret med en struktur med decentrale beføjelser.
In such cases the firms maintain a constant level of collaboration with the external institutions.
Oprettelse af et uddannelsescenter
3.2.2.1 Decentralization of training
4 af uddannelsen uden en c. Decentralisering central afdeling.
We will start with a description of the firms that have a training department in place but which do not have their own training centres.
Efteruddannelsesstrukturen som den var før 1985 eller uden nævneværdig udvikling: 14 virksomheder
First we shall examine the cases that favour a de­centralized training structure.
Det vil sige, at i løbet af de sidste 7 år er der i over 70% af casestudierne sket en dybtgående strukturel udvikling med indvirkning på uddannelses strukturen; i næsten halvdelen af eksemplerne er udviklingen sket inden for de sidste to år, og processen pågår stadig.
over the past few years, the company is looking towards an organizational type of internal train­ing similar to tne case described above, without giving such a radical autonomy to training as a service. The company has made two remarkable changes: first, in 1987, responsibility for the training department was transferred from the Personnel and Organization Board to the Op­erations Board.
I 12,5% af tilfældene fandtes der før 1 985 end ikke en uddannelses ansvarlig afdeling - men der må som tidligere nævnt tages højde for, at vort case-materiale utvivlsomt repræsenterer endog meget positive eksempler.
In 1990 a process of decentral­ization took place, with more responsibilities for area managers and effects on training, too. A training coordinator was appointed for each area, exclusively answerable to management.
Et yderst interessant tilfælde i gruppe a. er virksomheden IRLI, en detailhandelskæde inden for fødevarer med speciale i friske produkter og meget stolt af sin uformelle organisationsstil.
A central training department operating as a service agency for decentralized responsibil­ity units. b. A central training department complemented by decentralized practices. c.
Virksomhedens filosofi fokuserer på den enkelte butiks betydning.
Decentralization of training, with no central department.
IRL 1 's uddannelsesafdeling hører under afdelingen for menneskelige ressourcer og uddannelse.
For some years now, responsibility for the or­ganization, planning and financing of these courses has, at least for the majority of jobs, fully belonged to the management concerned.
Af virksomhedens 15 ansatte beskæftiger 8 sig med uddannelse.
The employee training department is in fact a supporting service within the directorate of operations."
De råder over moderne uddannelsesfaciliteter, men også de centrale afdelinger i organisationsstrukturen bidrager med tjenesteydelser.
A very interesting example of a group a. compa­ny is IRLI, a chain of food retailers specializing in fresh products, and very proud of their rather informal organizational style.
Butikslederne og områdelederne kan frit beslutte, om de vil tage imod centrets tilbud eller ej:
Moreover, the objective of all these training efforts is not based on individual interests but on improv­ing the image of the company the customer has.
»Det mest originale træk ved virksomhedsorganisationen er delingen af beføjelser og område ledernes og butiksledernes rolle. Den admini-
For example, the multinational ready-to-wear and special food assortment company (F4, IRL4, UK5) fits in to group b), but does not go so far in its decentralization, above all because the firm's head office is making a great effort to standard­ize the elements of continuing training.
Disse nyere udviklingstendenser forklarer, hvorfor opfattelsen af detailhandelen som en lidet dynamisk sektor på uddannelsesområdet stadig gør sig gældende.
At IRLI, the training department is part of the hu­man policy and training department. Eight out of its fifteen employees are devoted to training.
centrale ledelser i hvert land har en uddannelses afdeling.
In each country head office there is a training department.
Virksomheden IRL4 beskriver sit ide grundlag således:
In the case of IRL4, they de­scribe their philosophy as follows:
»Uddannelsesafdelingens rolle består i at sikre, at det aldrig er af mangel på uddannelsesmateriale eller andre ressourcer, at et givet uddannelsesbehov ikke imødekommes.
"The training department's role is to make sure that no training needs remain unmet because of a shortage of relevant training material or other resources.
Princip pet om individuelt »ansvar« og styring af sin egen skæbne er nøglen til uddannelses- og udviklingsstrategien i IRL4«.
The principle of individual "responsibility" and ownership of one's own destiny is the key to IRL4 training and develop­ment of strategy."
strerende direktør har tre områdeledere under sig; hver af disse er ansvarlig for fire butikker...
The oper­ations director has three area managers re­porting to him; each of the area managers are responsible for four shops ...
Butikslederen står direkte under områdelederen.
The store manag­er reports directly to the area manager.
Inden for virksomheden har områdelederen absolutte beføjelser, og det samme gælder - i lidt mindre grad - for butikslederen.
With­in the company the area manager has the ab­solute responsibility and the same point ap­plies to the store manager though to a lesser extent.
Område lederne har kompetence til at anvende så mange penge, som det er nødvendigt for at tilvejebringe det krævede kundeserviceniveau i de butikker, de er ansvarlige for...
Area managers have the authority to spend as much as it is needed to provide the level of customer service necessary in the shops for which they have responsibility. ...
Virksomhedens driftsafdelinger, såsom økonomi, uddan nelse og personale samt markedsføring, er støttetjenester for område- og butikslederne.
The function departments in the company such as finance, training and personnel and market­ing are support services to the area managers and store managers.
Disse har ingen forpligtelse til at gøre brug af de tjenester, som driftsafdelingerne tilbyder. Man anmoder butikkerne om at købe de forskellige afdelingers tjenesteydelser«.
The area and store man­agers are not obliged to use the services of­fered by the functional departments; the shops are required to buy the services of the function­al departments."
Det ses umiddelbart, at der er en funktionel forskel i konceptet om decentralisering af uddannelses ansvaret: for IRLI's vedkommende er hovedformålet at forbedre kundebetjeningen i hver enkelt butik på grundlag af driftsledelsernes beføjelser. IRL4 repræsenterer derimod et eksempel på et internt forfremmelsessystem, der betjener sig af de ansattes umiddelbart foresatte.
A remarkable functional difference in the con­cept of the decentralization of the structures re­sponsible for training is immediately apparent when looking at the two cases. In the case of IRLI, the most important goal is to improve the quality of customer service in each shop, placing the responsibility on the managers.
Uddannelsesorganisationen er næsten identisk i F4, der tilhører den samme multinationale virksomhed: somhed:
In F4 of the same multinational, the organization of training is almost identical:
Men med uddannelsens voksende betydning i de seneste år nærmer virksomheden sig den form for intern uddannelsesorganisation som er beskrevet ovenfor uden dog at give uddannelse en så radikal autonomi som at betragte den som tjenesteydelse.
It must be said that there are not many other means by which to achieve such a goal.
Der har fundet to bemærkelsesværdige typer udvikling sted: i 1987 blev uddannel sesafdelingen overført fra personale- og organisationsledelsen til driftsledelsen.
This is one of the most evident current trends - nearly always involving "normal" em ployees and not managers and a control system that goes from top to bottom. There are many examples of this.
I 199Õ fandt en decentraliseringsproces sted, der gav område lederne større beføjelser, og dermed også fik følgevirkninger for uddannelsen.
An approach focused on employ ees generally implies a decentralization of train ing, but then decentralization is reduced to the implementation of training activities, and does not concern the final responsibility for the design and content of the activities.
I hver sektor indsattes en uddannelseskoordinator under virksomhedsledelsens eneansvar.
The quicker training activities meet market needs, the higher their de gree of centralization.
»Størstedelen af uddannelsesprogrammerne implementeres i butikkerne.
"Most of the training programmes are carried out in the stores by a specialized team.
Den centrale enhed har kun én uddannelsesansvarlig, der dels fungerer som mellemled mellem de franske butikker og moderselskabets uddannelsesafdeling (oversættelse til fransk af undervisningsmidler, fastlæggelse af de overordnede uddan nelseslinier) og dels leder og koordinerer butikkernes uddannelsesafdelinger.
Thus, the central office has only one manager re sponsible for training, and that person's role is, on the one hand, to serve as intermediary between the French stores and the training de partment of the home office (translation of teaching tools into French, definition of main lines of training); and on the other, to direct and coordinate the training departments of the different stores.
Den centrale afdeling er direkte ansvarlig for tilrettelæggelse af uddannelsesmoduler for alle salgsstederne. ..
This central department also has direct responsibility for the organization of modular training units for all the stores. ...
I samtlige butikker, selv de mindste, bistås personalechefen af en uddannelsesansvarlig, der ikke alene har til opgave at implementere det i modervirksomheden udformede program, men også at foreslå andre programmer som svar på de behov, som de overordnede ledere, afdelingscheferne og butikspersonalet giver udtryk for.
In all the stores, even the smallest ones, the head of personnel is assisted by a training supervisor who is not only responsible for im plementing the training programme conceived at the home office but also for conceiving other programmes in response to needs expressed by managers and supervisors or the store personnel.
Disse butikker udarbejder ofte deres eget uddannelsesmateriale«.
Thus, these stores often create their own training materials."
»Personaleuddannelsesafdelingens mål har si den 1987 været at fremme ændringer i arbejdsorganisationen gennem udvikling, im plementering og evaluering af indhold og form i kurserne for butiksansatte.
There is a very large food company, 13, which employs diverse forms of retailing for its different shops (supermarkets, discounters, etc.).
I nogle år har ansvaret for tilrettelæggelsen, planlægningen og finansieringen af disse kurser, i hvert fald for størstedelen af jobbenes vedkommende, påhvilet den pågældende afdeling.
More than ever before, today's diversification requires a uniform image for customers, and "company culture":
I den multinationale supermarkedskæde 15 er der også tale om en regional decentralisering af uddannelsesaktiviteterne, der foregår i regionale distributionscentre:
15, the multinational association of super and hypermarkets, has also undertaken a policy of regional decentralization for training activities, which take place at the regional distribution centres:
Formålet med alle disse uddannelsesbestræbelser er ikke at tilgodese individuelle interesser men at forbedre virksomhedens image i kundernes øjne.
"In recent years, in addition to the managerial culture concept, which only concerns management, a new and more-far reaching concept has emerged: the company culture.
F.eks. svarer den multinationale konfektions- og fødevarevirksomhed (F4, IRL4, UK5) til gruppe b., men går ikke helt så langt med hensyn til decentralisering, hovedsagelig af den grund at virksomhedens centrale ledelse satser på at standardisere visse elementer i efteruddannelsen.
The aim is to make the group's 'watchword' known at every level: in other words, a company culture.
»Uddannelsespolitikken i 15 er udformet på en sådan måde, at den imødekommer den kom plekse organisationsform og respekterer hvert enkelt distributionscenters (CEDI) særtræk.
"I5's training policy is designed to respond to the complexity of the organization and to re spect the specific characteristics of each CEDI (distribution centre).
Det er grunden til, at der er oprettet en koordineringsenhed i centralafdelingen, der undersøger uddannelsesbehovene i de forskellige centre og leverer eksterne konsulenter eller uddannelses pakker til CEDI.
That is why a training co ordination unit has been set up at the head of fice which ascertains the needs of the various centres and locates external consultants or ready-made training packages for the CEDI's.
Der er ikke i egentlig forstand tale om en stilling som uddannelsesansvarlig på virksomheden«.
Strictly speaking, there is no post of internal training officer."
Virksomheden uddelegerer dog en stor del af uddannelsesansvaret til butiks- og afdelingsleder ne, når der findes en uddannelseskoordinator. De
The task of this transverse structure is to identify the training needs of all the companies and to plan actions in the field of company culture.
repræsentant for hver af koncernens virksomheder, normalt personalechefen.
This means, for example, that the subject of service is not understood to mean customer service only, but a global value shared by every company in the group although each one adapts it to its specific situation.
Denne transversale strukturs opgave er at identificere uddannelsesbehovene i samtlige virksomheder og at planlægge aktioner på virksomhedskulturens område.
In this way training, which was initially managerial, works downwards to involve all levels."
Som eksempel på gruppe c. kan vi tage en stor fødevarevirksomhed (F3), hvis uddannelsesenheder er placeret i virksomhedens regionale strukturer. turer.
The large food company (F3) is an example of a group c. enterprise. Its training units are part of the company's regional structure.
I den forstand omfatter uddannelsesaktiviteterne, der i starten kun omhandlede ledelsen, nu samtlige niveauer«.
DK2, a supermarket chain, is a good example of this.
»Denne uddannelsesenhed består af omkring fem ansatte og står under direktøren for menneskelige ressourcer...
"This training unit employs around 5 people and is placed under the authority of the man ager of human resources. ...
Der findes ikke formelt en uddannelsesafdeling i centralafdelingen, selv der er en direktør for menneskelige ressourcer på koncernniveau; denne har to ansvarsområder: dels at fastlægge de over ordnede retningslinjer for uddannelsespolitik ken på koncernniveau og dels at iværksætte visse uddannelsesprogrammer, når koncernen finder det hensigtsmæssigt at fremme »koncernånden«. ånden«.
There is no formal training department at Head quarters, but there is a corporate manager for human resources with two responsibilities: firstly, to define major orientations for the training policy at the corporate level; secondly, to operate di rectly certain training programmes where it is deemed essential to transmit a "group spirit".
Sidstnævnte virksomhed er et godt eksempel på centraliserede strukturers funktioner.
The latter is a good example of what the functions of a centralized responsibility structure should be.
De to vigtigste
The two most important functions are:
Med henblik på at undersøge disse to aspekter - som man kan kalde funktionel og forfremmelsesorienteret uddannelse - er analysen af en konkret butik yderst interessant for undersøgelsens efterfølgende faser.
Thus, taking into account both as pects - let us say functional, and promotional training - the analysis of a particular shop is of great interest for the subsequent stages of our
Det er en af de mest klare aktuelle uddannelsestendenser - der næsten altid er rettet mod de menige ansatte og ikke lederne, og som reguleres oppefra og nedefter. Dette er der mange eksempler på.
There are several patterns common to many countries in the area of initial vocational train­ing, although in this case the level of union par­ticipation is not homogeneous.
En strategi, der er centreret om de ansatte, indebærer næsten altid en decentralisering af uddannelsen.
Here, we find such cases as Denmark, Germany or the Nether­lands, with a long tradition of social dialogue in the implementation of training programmes for the sector.
I ¡o højere grad uddannelsen reagerer umiddelbart på markedsbehovene, desto mere decentraliseret er den.
In these countries, the employers' as­sociations and unions serve as advisory bodies in the process of determining the official policy and design of national vocational training and also have certain responsibilities and take specif­ic action in the planning and teaching thereof.
Lad os tage eksemplet med en meget stor fødevarevirksomhed, 13, der omfatter forskellige forretningstyper (supermarkeder, discountbutikker m.m.).
In other countries, social agents play a role as consultive bodies on a national scale. Such is the case of France or Great Britain.
I dag mere end nogensinde kræver diversificeringen, at kunderne og personalet har et ensartet image af virksomheden, det er det, man kalder »virksomhedskultur«.
Contractual agreements between employers and unions are fundamental elements in the French laws regulat­ing vocational training, and the British National Retail Training Council, an organization with rep resentatives from both sides of industry, has de­veloped the new vocational training programmes in the sector.
»I de seneste år er der ud over konceptet ledelseskultur, der kun vedrører lederne, opstået et nyt koncept med en meget større rækkevidde, nemlig »virksomhedskultur«.
This group could also include Spain and Ireland, with the more recent, active partici­pation of social entities in the design of the new training plans.
Formåleter at gøre koncernens slogan kendt på alle niveauer.
In Portugal too, the opinion of the associations is being taken into account when structuring vocational training.
I vort eksempelmateriale er der nogle virksomheder, der har en lang tradition for uddannelse, og mange andre indfører for tiden innovationer på organisationsplan og aktioner rettet mod nye grupper, andet indhold, en anden pædagogik osv. Men der er også store virksomheder, der først på det allerseneste har etableret en uddannelses struktur.
In our sample there are a few firms with a long tra­dition of training and many others which are now experimenting with organizational innovations, new groups concerned with training, content, teaching methods, etc., amongst which we find large firms which did not have a training structure until very recently.
Det er tilfældet med B4, en stor regional supermarkedsvirksomhed.
Such is the case of B4, a large regional chain of supermarkets.
Sidste år oprettede B4 en uddannelsesenhed under afdelingen for men neskelige ressourcer som element i en ny strategi rettet mod en luksusorienteret kundekreds.
Last year B4 founded a training unit within the human resource department, as an element of a new strategy to di­rect the market towards a concept of luxury.
Det presserende behov for ændringer som følge af enhedsmarkedets gennemførelse, der berører B4 stærkt på grund af virksomhedens grænsebeliggenhed, har medført et boom i uddannelsesaktiviteterne.
The change to a single market, which will have a spe­cial effect on B4 due to its proximity to the bor­ders, has led to a boom in training activities. An­other example is that of two wholesalers who work in association with a series of supermarkets and traditional food shops, NL4.
Et andet eksempel er NL4, to engros virksomheder, der har dannet en sammenslutning af supermarkeder og traditionelle fødevarebutikker; NL4 oprettede sin uddannelsesafdeling i 1989 i en vækstperiode og under stærkt konkurrencepres.
The group first established its training department in 1989 while under pressure from the competition.
Man kunne ligeledes nævne GR2 og GR3, græske virksomheder, der med støtte fra Den Europæiske Socialfond for nylig har indledt uddannelsesaktioner, der hovedsagelig gennem føres af eksterne organismer; de vil utvivlsomt oprette deres egen uddannelsesstruktur i fremtiden.
It must be added though, that GR2 and GR3 are two Greek companies which, with the support of the ESF, re­cently started training actions, mostly through ex­ternal training agencies, which will probably lead them to start their own training structures in the fu­ture.
Nogle af de spanske og portugisiske virksomheder har ligeledes oprettet uddannelsesmekanismer i den allerseneste tid.
Some companies in Spain and Portugal have also very recently incorporated training instru­ments.
genprivatiseret konfektionsvirksomhed, er uddan nelsesstrukturen af foreløbig karakter.
In those countries in which initial vocational training is not established in such a systematic way, employers' associations and unions also have an important role to play.