The training mode of secretarial talents is to construct the knowledge, ability and quality of secretarial talents, as well as the ways, procedures and structures to realize these knowledge, ability and quality. Specifically, it includes training concepts, training objectives, training methods and training systems. Due to the obvious trend of secretary professionalization, so far, most domestic and foreign secretaries have resorted to the training mode of vocational education, and many countries have implemented the professional secretary qualification certification system. This paper intends to compare several training modes suitable for the cultivation of secretaries, and puts forward some suggestions on the selection of training modes for secretaries in China.
First, introduce an alternative model of secretarial talent training [1]
Because of the differences in the training modes of secretaries in educational institutions in different countries, this paper does not specifically study the training modes of secretaries in specific educational institutions, but only discusses the alternative modes that the author thinks can be used for secretary training.
1. "Dual System" mode
"Dual system" talent training mode is a new type of vocational education training mode in Germany, which was once known as the "secret weapon" of German economic revitalization. This is a talent training mode of on-demand teaching. It means that both enterprises and schools undertake the task of cultivating talents and organize teaching and on-the-job training according to the requirements of enterprises for talents. In the early 1980s, this talent training mode attracted China. It has four main features:
First, in the professional setting, it is oriented by career analysis. Through occupational analysis, several social occupations are classified into one occupational group, and one occupational group corresponds to one major. Secondly, in the course design, a stepped course structure with professional activities as the core is established. That is, a comprehensive curriculum structure based on generous professional training and centered on professional activities. All courses are divided into basic training, professional training and specialty training, and the three levels increase step by step. Third, the implementation of the curriculum is based on school-enterprise cooperation. Schools implement theoretical courses in accordance with the national overall teaching plan, and enterprises implement practical courses in enterprises in accordance with federal training regulations. The two sides coordinate through the Ministry of Education and Culture and independently ensure the effective combination of theory and practice. Fourth, in the evaluation method, it is undertaken by industry associations that are not directly related to training to objectively evaluate the quality of vocational education.
2.CBE mode
CBE stands for competency-based education. The representative countries of CBE talent training model are Canada and the United States, which is a competency-centered education model. China was introduced in the early 1990s. It refers to determining ability objectives, setting courses, organizing teaching content and assessment from the requirements of professional posts. The features of CBE model are: absorbing social employers to participate in curriculum formulation, organizing courses according to the logical order of disciplines related to the order of professional activities, paying attention to students' own interests and adjusting learning methods and learning speed accordingly; In the assessment, highlight students' comprehensive professional ability (including knowledge, attitude, experience and feedback) (2)
3.MES mode
MES is the abbreviation of English Modules for employable skills, namely "modular skills training". MES is a vocational skills training model developed by the International Labor Organization (IL0) in the early 1970s. The main characteristics of MES are: oriented by the social and economic demand for talents, each skill model (corresponding to the work of a job or post) consists of several modules, each module consists of several learning units, each learning unit only contains a specific skill or knowledge, and the operation skill unit has detailed work steps, with concise content description and illustrated composition. Taking students as the center, taking skills training as the core, focusing on students' autonomous learning and on-site teaching, teaching according to needs, consistent learning and application, has strong pertinence, practicality and flexibility. Teachers are required to be "integrated" and "double-qualified" teachers who can not only teach professional theory but also guide practical operation.
In addition to the above three professional training modes, there are many international professional training modes that can be used for reference, such as TAFE mode represented by Australia, which is not listed in this paper.
Second, the comparison and enlightenment of alternative modes of secretarial personnel training
The above-mentioned talent training modes of vocational education all take their unique vocational training ability as the alternative mode of secretary talent training. The following will be inspired by the comparison. The following table compares the characteristics of several alternative talent training modes:
Comparison of the characteristics of alternative modes of secretarial talent training
Pattern name
source
superiority
disadvantaged
Dual system mode
Germany
Theory and practice are closely integrated.
School-enterprise cooperation is guaranteed by funds.
It is difficult to coordinate enterprise training with school teaching. There is a problem with the coherence of the ladder course structure.
CBE mode
Canada, USA
Starting from the requirements of professional posts, pay attention to the ability training.
It is impossible to accurately analyze unskilled abilities such as professional ethics and adaptability.
MES mode
International Labour Organization (ILO)
Guided by the social demand for talents, the curriculum is flexible and personalized, requiring "double-qualified" teachers.
Modularization leads to poor curriculum and system.
The cultivation of secretarial talents has the characteristics of typical professionals. These professional talents training modes not only have reference significance, but also have reflective significance for the cultivation of secretarial talents in China. In the construction of China's secretary talent training model, we can learn from the following experiences:
1. Pay attention to the combination of school education and social education. One of the characteristics of these three training modes is to pay attention to social needs in talent training, which is related to western pragmatism, but it is really very important for secretary vocational education. Therefore, we should pay attention to all kinds of social support for the cultivation of secretarial talents, including trainers, training places and training funds.
2. Pay attention to the cultivation of ability. Professional ability is the basic requirement for a secretary. A secretary should be not only the owner of knowledge, but also the master of ability. Therefore, we should attach importance to the skills training of secretaries.
3. Respect the personality development of students (trainees). The secretarial profession is a highly flexible profession, and many majors can find their place in the secretarial profession. As the saying goes, "technology does not overwhelm the public." Therefore, it is very necessary to encourage every secretary "candidate" to learn professional knowledge according to his own personality.
The problems that should be paid attention to in constructing the training mode of secretary talents in China (which is also an important factor to be considered in choosing the training mode of secretary talents in China) are as follows:
1. Consider the national conditions of China.
China's national conditions have a great influence on the choice of training mode for secretaries. In particular, we should fully consider the bearing capacity of society and the regional differences in China.
The experience of foreign vocational education shows that it is extremely important to promote the cooperation between schools and society in the cultivation of secretarial talents. However, after years of vocational education practice, the "dual system" model and CBE model are difficult to popularize in some parts of China. The reason is that China has a large population and great employment pressure, so it is difficult for enterprises to provide students with stable training posts. "Dual system" will be difficult to achieve smoothly. However, the training base of CBE mode requires students to have sufficient internship conditions and rich learning materials, and requires small class teaching (1 teachers only take 12 students), which is also difficult to do in China. These two models require high social support from schools. Therefore, these two models can be fully tried out in the relatively developed eastern and southern regions of China, while they should be selectively modified and tried out in the central and western regions.
2. Consider the educational environment in China.
At present, secretary education in China is mainly based on school education and short-term training of employers. As far as school education is concerned, secretarial education basically follows the mode of ordinary higher education, that is, the training mode of professional study first and then internship. This model restricts the cultivation of the professional ability of secretarial talents, but the secretarial education in China must develop in this educational environment. Then, in such an environment, how to develop secretarial talents economically? The author thinks that "traditional education mode+modular skill training" is a kind of coordination mode worth considering. The short-term training of employers should be more targeted and carried out in line with the principle of "what is lacking".
Attention should also be paid to the division of responsibilities between school training and social training. It is a scientific method to train secretaries with society. In our country, because the management system of schools is different from other enterprises and institutions, if the power and responsibility relationship between them is not well coordinated, it will affect the management efficiency and is easy to shirk.
3. Dialectical understanding of "on-demand training"
The "need" of "on-demand training" refers to the needs of society, more specifically, to the needs of specific units. This means that the cultivation of secretarial talents should be based on the needs of society, set up learning courses and assess work ability. However, we must realize that "on-demand training" is not equal to quick success and instant benefit, focusing on practical courses and not paying attention to cultivating students' comprehensive quality. Therefore, we should not only pay attention to professional and expert education, but also pay attention to general education. The knowledge structure of secretarial talents should be a "T" structure.
4. Pay attention to the systematicness of the course.
Don't blindly pursue modular courses. For example, the modular curriculum model of MES model is widely used in various training institutions, which is very suitable for pre-job training and continuing education; But it is not suitable for school vocational education, because it is difficult to systematize the knowledge learned, thus ignoring the all-round development of secretarial talents.
5. Pay attention to the scientific evaluation of secretarial talents.
Whether the evaluation results are scientific or not is related to many factors. From the alternative mode, it can be found that the assessment subject under the dual mode is relatively fair, because it is assessed by industry associations that are not directly related to training; It is also more scientific to highlight students' comprehensive professional ability in the examination content under CBE mode. The assessment of secretarial talents by employers is mainly based on qualitative standards. For example, "how is a secretary's working ability" is usually a comprehensive qualitative evaluation. Therefore, it is difficult to use the rigid standard of "right or wrong" in the evaluation of secretarial talents, but the flexible standard of "good or bad". Therefore, in the training mode of secretarial talents, we should fully consider the combination of rigidity and flexibility of assessment criteria, whether the assessment subject is fair, whether the assessment content reflects the actual level of students, and whether the evaluation criteria are scientific.