學(xué)習(xí)與培訓(xùn)開發(fā)有勝任力的學(xué)習(xí)者[文獻翻譯]

1、本科畢業(yè)論文（設(shè)計）本科畢業(yè)論文（設(shè)計）外文翻譯外文出處JournalofEuropeanIndustrialTraining.Volume.27.2003(09).P473–480外文作者DavidRobotham原文：原文：Learningtraining:developingthecompetentlearnerImprovinglearningduringtrainingTheimprovementoflearninginthe

2、contextoftrainingisanobjectivewhichoftenappearstobeofsecondaryimptance.Indeedonecouldreasonablyarguethatlearningitselfappearstowarrantlittleinterestinthemajityoftrainingprogrammes.ThisviewissupptedbyAntonacopoulou(1999)w

3、hofromanextensivereviewofthereviewofthemanagementdevelopmentliteratureconcludedthat:Acentralpriityofmanagementdevelopmentistheimprovementofganisationalcompetitivenessproductivityultimatelyefficiency.Thesedefinitionsoften

4、neglectthatanintegralpartofthedevelopmentprocessislearning.Evenwhenreferenceismadetolearningthereishardlyanyindicationthatthereisflexibilitythatindividualdifferencesinlearningstylesaretakenintoaccount(Antonacopoulou1999p

5、.16).Thislackoffocusontheimptanceoflearningmaybedueinparttotheattitudesofemployeeswhoregardtrainingassimplyameansfimprovingjobprospects(Rigg1989).Theganisationmayalsomitigateagainstlearningbeingseenasimptantduringtrainin

6、gthroughafailuretoprovideanappropriateinfrastructuretosupptlearningaftertraininghastakenplace(Antonacopoulou2001).Itisalsodueinparttothehisticaldistinctionthatismadebetweeneducationtrainingdevelopmentlearning.Theyaretypi

7、callypresentedasbeingseparateactivities.Thisdistinctionisinsomewaysartificialnotonethatsitswellwithcontemparythinkingaboutlearning.Itisperhapsmeappropriatetoadopttheattempttoimprovetheeffectivenessoflearning.Howevertheef

8、fectivenessofsuchcoursesisatbestquestionable.InareviewofstudyskillprogrammesWeinsteinUnderwood(1985)concluded:Thereisnoconsistentdefinitionastoexactlywhatstudyskillsaremostofthesocalledgoodstudyskillspracticeshavenotbeen

9、empiricallyvalidatednodiagnosticinstrumentofstudyskillrequirementshasbeenvalidatedmostoftheinstrumentsusedtoassessstudyskillscanbereadilyfakedbystudents.Main(1980)inasimilarreviewfoundmethan80percentofstudyskillscoursesr

10、evolvedalmostwhollyaroundmemyskills.Thiswouldindicatethatstudyskillsprogrammesadopttoonarrowafocusasameansfimprovinglearning.Improvinglearningrequirestheadoptionofabroaderfocusthatconsiderslearninghowtolearn.Inaneducatio

11、nalcontextimprovementinlearningisaprocessthesystemassumesisoccurringnaturallyasindividualsprogressthroughthefmaleducationsystem.Inatrainingdevelopmentcontextitislikelythatindividualsmayneedtolearnhowtolearn.Thereisaneedt

12、odevelopthesubjectknowledgeidentifiedasbeingnecessaryfthatcourseanassociatedcomplementaryneedtodevelopknowledgeofhowonelearns.Essentialtothisprocessoflearningtolearnisthedevelopmentofmetacognitionwhereindividualsareablet

13、ometaphicallystbackobservetheirlearning.Onlybydevelopinginindividualsanawarenessofhowtheylearncanlearningbeimproved.Thisviewissupptedbylearningtheistswhosuggestthatlearnersshouldbeabletoreflectontheirlearning(Kolb1976Hon

14、eyMumfd1992).Bringingtogethertheissuespresentedtheissuesdiscussedinthissectionitisapparentthateffectivenessinlearningcanbetaughtby:developingtaskspecificknowledgeasasupptffurtherlearningenhancingawarenessofskillinemployi

15、nglearningapproachesappropriatetoparticularlearningtasksseekingtomatchcourserequirementspersonalgoals.Althoughthereisariskonemayrestrictlearningcapabilitybydevelopingspecialisedstrategiesapplicabletoalimitedrangeofproble