外文翻譯--學習與培訓開發(fā)有勝任力的學習者

1、<p><b>　　中文2710字</b></p><p>　　本科畢業(yè)論文（設計）</p><p><b>　　外 文 翻 譯</b></p><p>　　外文出處 Journal of European Industrial Training. Volume. 27.2003(09) .P473 – 48

2、0 </p><p>　　外文作者 David Robotham </p><p><b>　　原文：</b></p><p>　　Learning and training: developing the competen

3、t learner</p><p>　　Improving learning during training</p><p>　　The improvement of learning in the context of training is an objective which often appears to be of secondary importance. Indeed on

4、e could reasonably argue that learning itself appears to warrant little interest in the majority of training programmes. This view is supported by Antonacopoulou (1999) who, from an extensive review of the review of the

5、management development literature, concluded that:</p><p>　　A central priority of management development is the improvement of organisational competitiveness, productivity, and ultimately efficiency. These d

6、efinitions often neglect that an integral part of the development process is learning. Even when reference is made to learning there is hardly any indication that there is flexibility and that individual differences in l

7、earning styles are taken into account (Antonacopoulou, 1999, p. 16). </p><p>　　This lack of focus on the importance of learning may be due in part to the attitudes of employees, who regard training as simply

8、 a means for improving job prospects (Rigg, 1989). The organisation may also mitigate against learning being seen as important during training through a failure to provide an appropriate infrastructure to support learnin

9、g after training has taken place (Antonacopoulou, 2001). It is also due in part to the historical distinction that is made between education, training, </p><p>　　Increasing an individual’s capacity to learn

10、and their involvement in the process of learning should be a primary concern. A focus on learning in an organizational context, rather than separate activities of training, development and education, seem best to facilit

11、ate this process. </p><p>　　From this viewpoint improvement in learning becomes of primary importance. A view that is supported by Berge et al. (2002) who argue that in learning the focus is on the employee

12、– the person doing the learning – whereas in training the focus is on the trainer. However, it is unclear whether it is possible to improve the ability of an individual to learn. This is apparent because it is not clear

13、whether improvement in learning refers to improving constituent process elements of the overall learn</p><p>　　Thinking about learning as results or products is very different from considering learning as a

14、process. Personal knowledge is a product of learning. Knowing how you came to acquire such knowledge is awareness of learning as a process. The question how do you learn demands quite different answers from the question

15、what have you learned. </p><p>　　It would seem logical to assume that improving the relative efficiency and effectiveness of learning sub-processes would improve the outcome of training, but this does not ne

16、cessarily follow. For example, an individual could become highly proficient at note-taking and yet not necessarily achieve greater understanding of the topic on which they were taking notes. While they may be more adept

17、at the mechanical process of note-taking, this does not mean they are able to decide what to take notes on</p><p>　　There is no consistent definition as to exactly what study skills are; most of the so-calle

18、d good study skills practices have not been empirically validated; no diagnostic instrument of study skill requirements has been validated; and most of the instruments used to assess study skills can be readily faked by

19、students. Main (1980) in a similar review found more than 80 per cent of study skills courses revolved almost wholly around memory skills. This would indicate that study skills programmes a</p><p>　　In an ed

20、ucational context, improvement in learning is a process the system assumes is occurring naturally as individuals progress through the formal education system. In a training and development context, it is likely that indi

21、viduals may need to learn how to learn. There is a need to develop the subject knowledge identified as being necessary for that course, and an associated and complementary need to develop knowledge of how one learns. Ess

22、ential to this process of learning to learn is the d</p><p>　　Bringing together the issues presented the issues discussed in this section, it is apparent that effectiveness in learning can be taught by:devel

23、oping task specific knowledge as a support for further learning, enhancing awareness of, and skill in, employing learning approaches appropriate to particular learning tasks, and seeking to match course requirements and

24、personal goals. Although there is a risk one may restrict learning capability by developing specialised strategies applicable to a limi</p><p>　　To avoid this one needs to consider how individuals learn and

25、examine their learning style.</p><p>　　Learning style in improving learning</p><p>　　One approach to achieving effective learning, and one that is widely used in training and development, is an

26、awareness and application of knowledge about an individual’s learning style. The learning style(s) of individuals in a training and management education environment should be an important consideration for trainers (Buch

27、 and Bartley, 2002), not only in the development and design of any programme, but also in the subsequent delivery of that programme (see Jackson’s 1995 study for example).</p><p>　　It is unclear however whet

28、her once having identified an individual’s learning style, it is then more effective to match the training style used to that particular learning style, or to aim for a deliberate mismatch between training style and lear

29、ning style (Hayes and Allinson, 1996). By selecting an approach to training that it is known will not be readily accessible and amenable to an individual’s preferred learning style, it could be argued that the learner wi

30、ll be forced to increase their lea</p><p>　　At a more fundamental level, it is questionable however whether the style approach to learning, i.e. slotting people into pre-ordained categories, is actually appr

31、opriate. Whilst this learning stereotyping will subsequently allow a degree of tailoring of programmes to meet the needs of small groups within a large group, there is an inherent danger in encouraging individuals to ado

32、pt a particular learning style, in the belief that it constitutes a “good” style. Individuals may become intellectual</p><p>　　In addition to this criticism, it is arguable that a truly proficient learner is

33、 not someone who demonstrates capability within a narrow band of activities, as defined by a particular learning style, but rather someone who demonstrates the ability to select an appropriate learning style from a range

34、 of styles, according to the demands of the situation, and their learning capability. This will be particularly true in a work environment, where the inherent flexibility to be able to respond to the </p><p>

35、;　　Conclusion</p><p>　　The aim here has been to demonstrate how it is possible to enhance the effectiveness of training through amalgamating theoretical propositions from two areas of thinking; learning theo

36、ry and the competence movement. It has been argued that underlying any training course should be a consideration of the learning ability of those being trained. By seeking to enhance the learning competence of trainees a

37、s a central component of any course, one will be improving the likelihood of attaining defined l</p><p>　　Knowledge about an individual’s learning style appears to offer a means for enhancing learning, but i

38、ts usefulness is at best limited. Learning style is only a constituent element of the totality of learning and has been widely criticised. Whilst an awareness of one’s learning style may be beneficial in promoting effect

39、ive learning, it is only part of the process in seeking to develop a competent learner. A competent learner is consciously aware of their learning processes and seeks to adapt tha</p><p>　　外文出處：Journal of Eu

40、ropean Industrial Training. Volume. 27.2003(09) .P473 - 480</p><p><b>　　譯文：</b></p><p>　　學習與培訓：開發(fā)有勝任力的學習者</p><p>　　一、在訓練中提高學習能力</p><p>　　在培訓中提高學習能力常常被認為是次要的

41、目標。事實上，人們完全有理由認為在大多數(shù)的培訓方案中對學習興趣并不大。這一觀點被Antonacopoulou所支持（1999），根據(jù)管理層的發(fā)展文獻并回顧廣泛的審查，總結出了：</p><p>　　一個管理發(fā)展的中心是組織競爭力，生產力，并最終提高效率的重要性。這些定義往往忽視發(fā)展進程的一個組成部分，那就是學習。即使提到了學習也幾乎沒有任何跡象表明，而且也沒有把學習風格的個別差異考慮在內（Antonacopoul

42、ou，1999年，第16頁）。</p><p>　　對學習不夠重視一部分原因可能是由于員工的態(tài)度，他們把培訓只是看做提高就業(yè)前景的工具。（里格，1989年）該組織也可通過在培訓過程中不提供適當?shù)幕A設施來支持訓練以減輕學習的重要性。（Antonacopoulou，2001年）還有部分原因是由于在教育，培訓，發(fā)展和學習中的歷史差別。他們通常表現(xiàn)為單獨的活動。這種區(qū)分在某些方面是人工的，而不是對學習的暫時性思考。這也

43、許更適宜采用Garavan提出的觀點，（1997年，第47頁）他認為：</p><p>　　提高個人的學習能力，并且使他們融入到學習中去應該是一個主要的關注點。一個在組織環(huán)境中，關注學習，而不僅僅是培訓、發(fā)展和教育等獨立的活動，似乎能最好地促進這一進程。</p><p>　　從這個觀點來看，在培訓中提高學習成為最重要的關注點。這個觀點由貝格等人的支持，他們認為在學習的過程中，重點是員工個人

44、的學習，而在培訓中則更著眼于培訓員。不過，目前還不清楚是否有可能提高個人的學習能力。這很明顯，因為它目前尚不清楚是否可以改善在學習過程中提高有關學習的有關方面能力，如學習技能，或者學習成果的改善。這是一個為達到學習效果的重要區(qū)別，需要將學習過程和學習產品都考慮在內。正如哈里曼和托馬斯（1991年，第48頁）指出：不同的學習過程會產生很大區(qū)別的學習成果。個人知識是學習的產物。了解你是如何獲得這種知識要認識到學習是一個過程。關于你是怎么了解

45、學習需求這個問題可以得到完全不同的答案。</p><p>　　提高學習效率和相應的子過程效果將提高培訓效果，這似乎是合乎邏輯的假設，但是這并不一定完全合理。例如，一個人可以非常精通記筆記，但并不一定在更大的話題上取得成績，他們只是理解如何做筆記。雖然他們可能在記筆記更擅長機械加工，這并不意味著他們能夠決定如何采取有效措施。（克盧蒂和Shochet，1986）。這是因為有效的學習需要學習者整合一個學習的過程范圍的元

46、素，而不是學習的單個元素的能力的增強。（尼斯貝特和Shucksmith，1986）這并沒有阻止提高學習成效的這樣一種嘗試。然而，在技能的學習方案，這類課程的有效性充其量是值得商榷的。這是溫斯坦和安德伍德審查（1985年）的結論：</p><p>　　關于學習技能到底是什么沒有確切的一致的定義，所謂的最良好的學習能力沒有得到實踐的驗證，學習的診斷儀器技能要求沒有得到證實，以及用于評估學習技巧的手段最容易被學生偽造。

47、在一個類似的審查中Main（1980年）發(fā)現(xiàn)，超過八成的學習技巧課程幾乎都是圍繞記憶力。這表明通過學習技巧課程的手段來提高學習過于狹窄。改善學習需要一個更廣泛的焦點，需要關注如何學習。</p><p>　　在教育方面，通過正規(guī)教育體系使學習提高被看做是一個過程來促進個人進步。在培訓和發(fā)展方面，很可能是個人可能需要明白應如何學習。有必要制定這個過程中這方面的知識，以及相關的和補充的需要來制定一個關于如何學習的知識。

48、這種學習基本的學習過程是元認知。只有使他們明白是如何學習，才可能使他們的學習得到改善。這種觀點由學習理論家（科爾布，1976年）所支持。</p><p>　　整合本節(jié)所討論所提出的問題可以發(fā)現(xiàn)，很明顯，學習的成效也可以通過教育來提高，作為具體知識的學習，通過提高認識和技巧，運用適合于特定的學習任務的學習方法，并尋求符合課程要求和個人的目標。雖然是有風險的，但是可以通過制定適用于學習的問題的專門的戰(zhàn)略把問題控制在有

49、限范圍內。（Dansereau，1985）</p><p>　　為了避免這種情況需要考慮個人如何學習和檢查他們的學習方式。</p><p>　　二、改善學習中的學習風格</p><p>　　實現(xiàn)有效的學習的一個辦法，并被廣泛使用于培訓開發(fā)中的一個辦法，是認識和了解個人的學習風格的知識的應用。學習風格在一個培訓和管理教育環(huán)境個體應為培訓人員高度重視（Buch和巴特利，

50、2002），不僅在開發(fā)中，而且在任何方案的設計中，都要考慮這樣的因素（見杰克遜的，例如1995年的研究）。學習偏好，學習風格或學員認識的提高，可能有利于一個適當?shù)目蚣?，應進行培訓以優(yōu)化發(fā)展的成效。</p><p>　　目前還不清楚首先確定一個人的學習風格，然后更有效地匹配培訓風格，或瞄準的培訓方式和學習風格之間的不匹配之處以做出改善（海耶斯和阿林森，1996年）。通過選擇培訓方式，學員可能將被迫使用不熟悉的學習方

51、法。雖然有一定的危險，但是在這種情況下，學員采用的自己所喜歡的學習風格和培訓員所采用的方法會缺乏一致性，學員可以選擇退出該計劃，同時仍實際參加培訓。這樣很有可能遭到反擊，認識到以一個單一的學習方式直接參加培訓活動，可以促進一個特定的個人接受狹窄的學習重點。（Robotham，1995年）</p><p>　　從更基本的層面上看，這種風格是否適合學習方式是值得懷疑的，例如將預定的人安排到相關位置上，實際上是適當?shù)摹?/p>

52、雖然這個學習定型滿足大型集團內的小群體的需求，有一個特定的學習方式，但這種學習風格構成了潛在危險。個人可以成為智力短視，往往有意無意地回避，學習情況不屬于其個人的學習范圍。除了這個批評，還有的爭議是，一個真正精通學習者不是有人在演示活動，而是一個人演示能力，選擇合適的學習方式，根據(jù)形勢的要求，以提高他們的學習能力。特別是在工作環(huán)境中，這有著固有的靈活性，以便能夠應對具體的不同情況。這似乎表明，把重點放在學習，使一種學習的基礎風格實現(xiàn)最大

53、化。另一種解決辦法是旨在發(fā)展中尋求個人發(fā)展的學習能力或能力范圍更廣的有勝任力的學習者。</p><p><b>　　三、結論</b></p><p>　　本文的目的是要證明它是如何通過合并兩方面的思想理論命題來增強培訓效果，這兩方面是指學習理論和運動能力。有人認為，任何培訓課程基礎應該是對那些考慮學員的學習能力的。通過尋求加強學員學習能力的任何課程，可以達到提高學習成

54、果的可能性。然而，提高個人的學習能力不是指簡單地提供諸如記筆記的學習技巧。它還涉及比如識別一個人的學習風格。這與學習能力等相關因素有關，如一個關于如何學習的認識，并能夠整合現(xiàn)有的知識與新知識。關于個人的學習風格作為加強學習的一種手段，它只是一個學習的整體的組成部分，并已受到廣泛的批評。雖然一個人對學習風格的認識，可促進有效的學習，但是它只是在尋求發(fā)展的有勝任力的學習者這個過程的一部分。一個稱職的學習者有意識地了解他們的學習過程，并尋求適