绩效考核,翻译篇一：翻译工作绩效考核项目部工作考核制度,由项目领导班子执行考核、评定。
项目部全体成员均进行考核,考核总分低于85分为工作业绩欠佳人员,将受到批评教育或处分，与绩效工资挂钩；连续2个月评定总分为倒数第1、2名（低于85分）的给予经济处罚，连续三个月被评为倒数1、2名（低于85分）的全劝其辞职回国，按问题人员处理。
长岩利比亚分公司walid项目部20XX年1月10日1篇二：翻译组绩效考核暂行办法翻译组绩效考核暂行办法1．目的为了建立科学、规范的业绩评价体系，明确月度业绩考核程序，使翻译组员工的工作得到客观公正的评价，进而能够建立富有激励和竞争力的人员考核和晋升系统，将绩效与报酬相结合，充分调动员工的工作能动性，提高工作绩效。
2．适用范围本办法适用于公司翻译组全体员工业绩考核与评价（试用期员工除外）。
3．翻译人员构成和业务流程3.1翻译人员构成翻译部门人员由审译、排版、小组长和译员构成；3.2翻译业务流程（1）原文通过J北京软件自动翻译全文，由各小组内部分工修改；（2）小组内部应组织互审，组长负责组内审译，然后将译文交给审译人员审译；（3）排版组负责修改图表，创建FmBooK，图表由各组长负责审译；（4）每周五停止翻译，组织讨论本周翻译内容，有新词或分歧进行列表汇总，对翻译进度和存在的问题予以说明并形成报告，提交翻译组负责人、公司领导和日本瑞萨相关人员。
（5）翻译过程中所有词句均以瑞萨词典为标准。
4.翻译质量跟踪评估4.1根据审译人员对译员所翻译文章的错误类型和数量，对译文进行质量跟踪评估；4.2翻译的错误类型有以下8种（具体的描述见附件1）：（1）翻译内容错误；（2）技术术语应用不准确；（3）技术术语应用前后不一致；（4）翻译内容遗漏；（5）语法错误；（6）词句不通畅；（7）表达不当；（8）其他方面。
4.3错误率的计算赋予每种错误类型一定的系数，各种类型错误数量乘以对应系数后相加，再除以被审核译文字数，即为该译文的错误率，具体公式如下：译员错误率=∑（错误数量*系数）/被审字数审译错误率=（漏审数量+错审数量）/被审字数4.4审译人员对译文审核完毕，填写翻译水平整体评估表（见附件2），并将审译稿交回各组组长，由组长负责统计并填写翻译质量评估表（见附件3），并安排译员根据审核结果对译文进行修改后提交。
5．考核5.1根据译员翻译的文字数量和错误率，对译员进行考核；5.2翻译组员工的工资组成：工资总数=基础工资+福利+提成基础工资根据员工的工作能力和工作业绩评定（具体办法另定），福利按公司统一标准执行；5.3译员每翻译1000字的标准提成为20元，根据错误率的高低进行调整，具体比率和提成标准见附件4；5.4排版人员每排版1000字的标准提成为5元，图表翻译标准提成为每个图表5元。
短篇翻译的提成另计，标准按译员的提成标准执行；5.5组长的提成标准为组内译员的平均提成标准的1.1倍；审译人员每1000字的标准提成为8元；5.6员工连续3个月的翻译量达到10万字/月以上，并且错误率均低于1.5‰，则基础工资增加200元；连续3个月的错误率均高于5‰，则基础工资减少200元；5.7日本瑞萨公司出具的审译报告，将作为评价翻译组全体员工整体绩效和员工能力的重要参考依据，也是员工定级和晋升的主要参考指标。
6．附则6.1本办法自20XX年4月1日开始实施；6.2本办法由人力资源部负责解释，翻译组配合实施。
附件1：翻译错误类型及系数附件2：翻译水平整体评估表附件3：翻译质量跟踪表附件4：翻译提成标准一览表附件1翻译错误类型及系数译员翻译错误率R=∑（各类型错误*比例系数）/被审字数附件2翻译水平整体评估表篇三：绩效考核外文文献及其译文ThedilemmaofPerformanceappraisal PeterProwseandJulieProwsemeasuringBusinessExcellence,V ol.13iss:4,pp.69-77abstract Thispaperdealswiththedilemmaofmanagingperformanceusingperformance appraisal.Theauthorswillevaluatethehistoricaldevelopmentofappraisalsand arguethatthecriticalareaoflinemanagementdevelopmentthatwasbeenidentif iedasacriticalsuccessfactorinappraisalshasbeenignoredinthelaterliteraturee valuatingtheeffectivenessofperformancethroughappraisals. Thispaperwillevaluatetheaimsandmethodsofappraisal,thedifficultiesencou nteredintheappraisalprocess.italsore-evaluatesthelackoftheoreticaldevelop mentinappraisalandmovefromhepsychologicalapproachesofanalysistoamo recriticalrealisationofapproachesbeforere-evaluatingthechallengetoremov esubjectivityandbiasinjudgementofappraisal.13.1introductionThispaperwilldefineandoutlineperformancemanagementandappraisal.itwil lstartbyevaluatingwhatformofperformanceisevaluated,thendeveloplinkstot hedevelopmentofdifferentperformancetraditions(Psychologicaltradition,m anagementbyobjectives,motivationanddevelopment).itwilloutlinethehistor icaldevelopmentofperformancemanagementthenevaluatehighperformance strategiesusingperformanceappraisal.itwillevaluatethecontinuingissueofsu bjectivityandethicaldilemmasregardingmeasurementandassessmentofperf ormance.Thepaperwillthenexaminehoworganisationsmeasureperformance beforeevaluationofresearchonsomerecenttrendsinperformanceappraisal. Thischapterwillevaluatethehistoricaldevelopmentofperformanceappraisalf rommanagementbyobjectives(mBo)literaturebeforeevaluatingthedebatesb etweenlinkagesbetweenperformancemanagementandappraisal.itwilloutlin ethedevelopmentofindividualperformancebeforelinkingtoperformancema nagementinorganizations.Theoutcomesoftechniquestoincreaseorganizatio nalcommitment,increasejobsatisfactionwillbecriticallyevaluated.itwillfurt herexaminethetransatlanticdebatesbetweenliteratureonefficiencyandeffect ivenessinthenorthamericanandtheUnitedKingdom)evidencetoevaluatethe HRmdevelopmentandcontributionofperformanceappraisaltoindividualand organizationalperformance.13.2whatisPerformancemanagement? ThefirstissuetodiscussisthedifficultyofdefinitionofPerformancemanageme nt.armstrongandBarron(1998:8)defineperformancemanagementas:astrategicandintegratedapproachtodeliveringsustainedsuccesstoorganisationsbyim provingperformanceofpeoplewhoworkinthembydevelopingthecapabilities ofteamsandindividualperformance.13.2.1Performanceappraisal appraisalpotentiallyisakeytoolinmakingthemostofanorganisation’shumanresources.Theuseofappraisaliswidespreadestimatedthat80–90%of organizationsintheUSaandUKwereusingappraisalandanincreasefrom69to8 7%oforganisationsbetween1998and20XXreportedaformal performancemanagementsystem(armstrongandBaron,1998:200).Therehas beenlittleevidenceoftheevaluationoftheeffectivenessofappraisalbutmoreon thedevelopmentinitsuse.Between1998and20XXasamplefromthecharteredi nstituteofPersonnelanddevelopment(ciPd,20XX)of562firmsfound506wer eusingperformanceappraisalinUK. whatisalsovitaltoemphasiseistherisinguseofperformanceappraisalfeedback beyondperformanceforprofessionalsandmanagerstonearly95%ofworkplac esinthe20XXwERSsurvey(seeTable13.1).clearlytheuseofappraisalshasbee nthedevelopmentandextensionofappraisalstocoveralargeproportionoftheU Kworkforceandthecoverageofnonmanagerialoccupationsandtheextendedu seinprivateandpublicsectors.13.2.2ThePurposeofappraisals Thecriticalissueiswhatisthepurposeofappraisalsandhoweffectiveisit？Researchedandusedinpracticethroughoutorganizations?Thepurposeofappraisalsneedstobeclearlyidentified.Firstlytheirpurpose.Randell(1994)statesth eyareasystematicevaluationofindividualperformancelinkedtoworkplacebe haviourand/orspecificcriteria.appraisalsoftentaketheformofanappraisalinte rview,usuallyannual,supportedbystandardisedforms/paperwork.Thekeyobj ectiveofappraisalistoprovidefeedbackforperformanceisprovidedbytheline manager.Thethreekeyquestionsforqualityoffeedback:1.whatandhowareobservationsonperformancemade?2.whyandhowaretheydiscussed?3.whatdeterminesthelevelofperformanceinthejob? ithasbeenarguedbyoneschoolofthoughtthattheseprocesscannotbeperforme deffectivelyunlessthelinemanagerofpersonprovidingfeedbackhastheinterp ersonalinterviewingskillstoprovidethatfeedbacktopeoplebeingappraised.T hishasbeendefinedasthe“Bradfordapproach”whichplacesahighpriorityona ppraisalskillsdevelopment(Randell,1994).ThisapproachisoutlinedinFig.13 .1whichidentifiesthelinkagesbetweeninvolving,developing,rewardingandv aluingpeopleatwork..13.2.3Historicaldevelopmentofappraisal Thehistoricaldevelopmentofperformancefeedbackhasdevelopedfromarang eofapproaches.Formalobservationofindividualworkperformancewasreport edinRobertowens’sScottishfactoryinnewLanarkintheearly1800s(cole,1925).owenhungoverm achinesapieceofcolouredwoodovermachinestoindicatetheSuperintendent’sassessmentofthepreviousday’sconduct(whiteforexcellent,yellow,blueandthenblackforpoorperformance) .ThetwentiethcenturyledtoF.w.Taylorandhismeasuredperformanceandthes cientificmanagementmovement(Taylor,1964).The1930sTraitsapproachesi dentifiedpersonalityandperformanceandusedfeedbackusinggraphicratings cales,amixedstandardofperformancescalesnotingbehaviourinlikertscalerati ngs.Thiswasusedtorecruitandidentifymanagementpotentialinthefieldofsele terdevelopmentstopreventamiddlescalefrom5scalesthendeveloped intoaforced-choicescalewhichforcedthejudgementtoavoidcentralratings.T heevaluationalsoincludednarrativestatementsandcommentstosupporttherat ings(mair,1958).inthe1940sBehaviouralmethodsweredeveloped.TheseincludedBehavioura lanchoredRatingScales(BaRS);BehaviouralobservationScales(BoS);Beha viouralEvaluationScales(BES);criticalincident;jobsimulation.allthesejudg ementswereusedtodeterminethespecificlevelsofperformancecriteriatospeci ficissuessuchascustomerserviceandratedinfactorssuchasexcellent,average orneedstoimproveorpoor.Theseratingsareassignednumericalvaluesandadded toastatementornarrativecommentbytheassessor.itwouldalsoleadtoidentifya nypotentialneedfortrainingandmoreimportantlytoidentifytalentforcareersi nlinemanagementsupervisionandfuturemanagerialpotential.Post1945developedintotheResults-orientedapproachesandledtothedevelop。