学习理论与卫生行政部门的培训设计[文献翻译].doc

1、本科毕业论文（设计）外文翻译外文出处HEALTHMANPOWERMANAGEMENTVOLUME,211995（02P1319外文作者GRAEMECURRIE原文LEARNINGTHEORYANDTHEDESIGNOFTRAININGINAHEALTHAUTHORITYTHEORETICALCONSIDERATIONSMOSTRESEARCHERSOFLEARNINGHAVEMADETHEFOCUSOFTHEIRRESEARCHTHEOBSERVABLEBEHAVIOUROFTHEINDIVIDUALINTERMSOFAGENERALIZEDBODYOFTHEORY,EXPERIENTIALL

2、EARNINGFRAMEWORKSPARTICULARLY,ANDSTIMULUSRESPONSELEARNINGFRAMEWORKSTOALESSEREXTENT,AREMOSTHELPFULININDICATINGHOWTRAININGPRACTITIONERSCANMAKELEARNINGMOREEFFECTIVETHELESSONSAPPLYTOAHEALTHCAREENVIRONMENTASWELLASWIDERORGANIZATIONARENASTHEIMPORTANCEOFEXPERIENTIALLEARNINGISBORNEOUTBYBURNARDWHODEFINEDEXPER

3、IENTIALLEARNINGASPERSONALLEARNING,THATISLEARNINGTHATMAKESADIFFERENCETOOURSELFCONCEPTHEARGUESWECANNOTLEARNINTERPERSONALSKILLSBYROTE,NORMERELYBYMECHANICALLYLEARNINGASERIESOFBEHAVIOURSWENEEDTOSPENDTIMEREFLECTINGONOURSELVESANDONRECEIVINGFEEDBACKONOURPERFORMANCEFROMOTHERPEOPLEKOLBETALVIEWEXPERIENTIALLEAR

4、NINGASACIRCULARANDPERPETUALPROCESS,WHOSEKEYSTAGESAREEXPERIENCE,ANALYSISOFTHEKEYLEARNINGPOINTSARISINGFROMIT,ANDTHECONSEQUENTPLANNINGANDTRYINGOUTOFNEWORCHANGEDBEHAVIOURKOLBETAL2CLAIMTHATMOSTPEOPLEDEVELOPLEARNINGSTYLESTHATEMPHASIZESOMELEARNINGABILITIESOVEROTHERSHONEYANDMUMFORD7HAVEREFINEDTHESECATEGORIE

5、SANDUSEDTHEMINSELECTINGTHETYPEOFTRAINEEIDENTIFIEDBYLEARNINGSTYLEMOSTLIKELYTOBENEFITFROMACERTAINPROGRAMMETHEYIDENTIFIEDFOURSTYLESACTIVIST,REFLECTOR,THEORISTANDPRAGMATISTTHESETYPESAREBESTILLUSTRATEDBYTHEFOLLOWINGCOMMENTSILLTRYANYTHINGONCEACTIVISTIDLIKETIMETOTHINKABOUTTHISREFLECTORHOWDOESTHISFITWITHTHA

6、TTHEORISTHOWCANIAPPLYTHISINPRACTICEPRAGMATISTTHISREINFORCEDTHEVIEWTHAT,IFMANAGEMENTDEVELOPMENTISDESIGNEDTOPROVIDEMANAGERSWITHLEARNINGOPPORTUNITIES,THENTHEPROCESSOFLEARNINGFROMEXPERIENCEISANESSENTIALINGREDIENT,PERHAPSTHEMOSTESSENTIALHONEYANDMUMFORDSTATEDTHATSOMEPEOPLELEARNBETTERBYONESTYLETHANANOTHER,

7、ANDSOMEMAYREJECTCERTAINSTYLESALTOGETHERKNOWLESTOOKADIFFERENTAPPROACHTOTHEDEFINITIONOFEXPERIENTIALLEARNINGHEISAPROPONENTOFLEARNINGAUTONOMY,ANDDESCRIBEDACTIVITIESWHICHTOOKPLACEWITHINTHECONCEPTOFEXPERIENTIALLEARNINGHELISTEDWHATHECALLS,“PARTICIPATORYEXPERIENTIALTECHNIQUES”GROUPDISCUSSION,CASES,SIMULATIO

8、NS,ROLEPLAYS,ANDSKILLSPRACTICEEXERCISESHESUGGESTEDTHATEXPERIENTIALLEARNINGWASSYNONOMOUSWITHPARTICIPANTANDDISCOVERYLEARNINGTHISVIEWWASBACKEDUPBYPEDLERETALWHOSAWEXPERIENTIALLEARNINGASINVOLVINGTHELEARNERSORTINGTHINGSOUTFORHIMSELFBYRESTRUCTURINGHISPERCEPTIONSOFWHATISHAPPENINGDISCOVERYLEARNINGISLINKEDTOT

9、HIS,ASITDRAWSATTENTIONTOASPECTSOFBEHAVIOURWHICHWEMIGHTORDINARILYDESCRIBEAS“INSIGHT”KOHLERANDJACKSONSEEDISCOVERYLEARNINGASREFLECTINGTHEWAYINWHICHWELEARNTORECOGNIZEANDDEFINEPROBLEMS,EXPERIMENTTOFINDSOLUTIONS,WHETHERBYTRIALANDERROR,BYDEDUCTIVEREASONING,BYSEEKINGINFORMATIONORHELP,ORBYACOMBINATIONOFALLTH

10、REEAWIDEVARIETYOFLEARNINGMETHODSHAVEEVOLVED,WHICHHAVECOMETOBEKNOWNASEXPERIENTIALLEARNINGMETHODS,ALLOFWHICHFOCUSONTHELEARNERBEINGOFFEREDANEXPERIENCE,FOLLOWEDBYREFLECTIONANDMAKINGSENSEOFTHATEXPERIENCE,FOLLOWINGTHEKOLBCYCLEDESCRIBEDEARLIEROFPARTICULARINTERESTARESTRUCTUREDGROUPACTIVITIESANDROLEPLAYSTHEI

11、DEAOFTHESEACTIVITIESISTHATTHEGROUPUNDERTAKESANEXPERIENCE,AFTERWHICHTHEYDISCUSSTHEIRTHOUGHTSANDFEELINGSABOUTTHEEXPERIENCE,ANDAPPLYTHENEWLEARNINGTOTHEREALORCLINICALSITUATIONBURNARDSTATEDTHATTHEADVANTAGEOFTHISAPPROACHINCLUDESTHESHARINGOFACOMMONEXPERIENCE,THEGENERATIONOFAWIDERANGEOFPOSSIBLESOLUTIONSTOPR

12、ACTICALPROBLEMS,ANDTHEREALIZATIONOFBOTHTHEPERSONALANDTHECOMMONNATUREOFGROUPEXPERIENCESROLEPLAYSINVOLVETHESETTINGUPOFANIMAGINEDANDPOSSIBLESITUATION,ANDLEARNINGFROMTHEDRAMAMORESPECIFICALLY,THECYCLEINDICATESTHAT,AFTERAROLEPLAY,APERIODOFREFLECTIONISNECESSARY,FOLLOWEDBYFEEDBACKFROMOTHERPARTICIPANTSINORDE

13、RTHATNEWLEARNINGCANBEABSORBEDFROMTHEDRAMATAKINGSTIMULUSRESPONSETHEORY,ABASICIDEAISTHATOFREWARDSTOSHAPEBEHAVIOUR,THEMAINEXPONENTOFWHICHISSKINNERTHETHEORYISTHATRECEIVINGAREWARD,SUCHASBEINGTOLDTHATTHEYHAVEANSWEREDCORRECTLY,ORDONEWELL,GIVESPOSITIVEREINFORCEMENTTOTHEPARTICIPANTSRESPONSE,ANDSOMOTIVATESTHE

14、MTOEXTENDTHEIRLEARNINGAPARTICULARLYRELEVANTDEVELOPMENTOFREINFORCEMENTTHEORYISTHEWORKOFSELIGMANFROMHISEXPERIMENTSHECONCLUDESTHAT,JUSTASSUBJECTSCANLEARNTOPERFORMCERTAINBEHAVIOURFORSOMEKINDOFREWARD,THEYCANALSOLEARNTHATCERTAINSITUATIONSARE“UNCONTROLLABLE”,IETHATNOBEHAVIOURTHEYCANDISPLAYWILLPRODUCEANYRES

15、ULTHECLAIMSTHATJUSTASORGANISMSCANLEARNBYPOSITIVEREINFORCEMENT,WHENTHEYAREEXPOSEDTOUNCONTROLLABLEEVENTS,THEYCANLEARNTHATRESPONDINGISFUTILETHISLEARNINGUNDERMINESMOTIVATIONTORESPONDANDPERSISTSEVENWHENEVENTSACTUALLYBECOMECONTROLLABLEBUILDINGONTHEPHILOSOPHYOFEXPERIENTIALLEARNINGISDETAILEDLITERATUREFOCUSI

16、NGONTHEROLEOFTHETRAINERTHISISTOBEADDRESSEDINTWOWAYSTHETRAINERSROLEINTHEORGANIZATIONANDSPECIFICALLYINTHETRAININGSESSIONITSELFRODGERETALDEMONSTRATEDTHATTRAININGOFFICERSHAVENOSINGLEROLEORSETOFROLESPETTIGREWETALIDENTIFIEDFIVETYPES,ORPERSPECTIVES,OFTRAININGOFFICERROLESANDASSOCIATEDBEHAVIOUR,STRESSINGTHAT

17、THEYAREBROADDESCRIPTIONSANDTHATNOJUDGEMENTALASSUMPTIONSSHOULDBEMADETHATONEROLETYPEISBETTERORWORSETHANANOTHERTHERELEVANTTYPES,INRESPECTOFTHERESEARCH,ARETHATOFTHEPROVIDERANDTHATOFTHECHANGEAGENTTHEPROVIDERHASAGENERALLYACCEPTEDALTHOUGHLIMITEDROLEINOFFERINGTRAININGEXPERTISEGEAREDTOWARDSTHEMAINTENANCEANDD

18、EVELOPMENTOFTHEORGANIZATIONALPERFORMANCEBUTNOTWITHORGANIZATIONALCHANGEHE/SHEWORKSWITHINTHECURRENTCULTUREINAMANNERWHICHISCONGRUENTWITHITSEXPECTATIONSTHECHANGEAGENTISTHECLASSICORGANIZATIONDEVELOPMENTCONSULTANTANDISTHEANTITHESISOFTHEPROVIDERROLEASTHETITLEINDICATES,THECHANGEAGENTISCONCERNEDWITHTHEDEFINI

19、TIONOFORGANIZATIONALPROBLEMSANDHELPINGOTHERSTORESOLVETHESEPROBLEMSTHROUGHCHANGINGTHEORGANIZATIONALCULTUREGREINER,THAKURETAL,ANDBASSANDVAUGHANEMPHASIZEDTHERELATIONSHIPBETWEENORGANIZATIONDEVELOPMENTANDTRAINING,ANDTHUSTHEOPPORTUNITYFORTHETRAINERTOADOPTTHEROLEOFCHANGEAGENTFOCUSINGONTHETRAINERSROLEINTHES

20、ESSION,ATDIFFERENTTIMESTHETRAINERWILLPLAYAVARIETYOFROLESTHETRAINERMAYBECONCERNEDWITHTASKACTIVITIESTHELEADERWHOINTRODUCESTHECOURSEANDDIRECTSACTIVITIES,ORTHEPRESENTERMAKINGFORMALPRESENTATIONSHOWEVER,INTHEMAIN,THETRAINERWILLBEHAVEASFACILITATOR,CONCERNEDWITHPROCESSACTIVITIES,THISBEINGINLINEWITHTHEEXPERI

21、ENTIALLEARNINGAPPROACHENCOURAGINGDISCUSSION,GUIDINGGROUPACTIVITIES,COACHINGINDIVIDUALPARTICIPANTSATOTHERTIMES,THETRAINERMIGHTSTANDBACKANDOBSERVETHEAPPROPRIATEATMOSPHEREMUSTBECREATEDEARLYONITISIMPORTANTTORELAXPARTICIPANTSIFLEARNINGISTOTAKEPLACEKNOWLESSUGGESTSTHAT20PERCENTOFTHESESSIONSHOULDBEABOUTCREA

22、TINGACLIMATECONDUCIVETOLEARNINGTODOTHISTHEIMPORTANCEOFTHEINTRODUCTIONMUSTBERECOGNIZEDINMANYTRAININGSITUATIONSITISTHEFIRSTTIMETHATTHEGROUPWILLSEETHETRAINERATWORKFOLLOWINGRESEARCHBASEDONTHEIDEAOFOBSERVATIONALLEARNINGORMODELLING,THETRAINERSHOULDMODELTHEWAYHEWANTSTHEGROUPTOBEHAVEFOREXAMPLE,IFTHETRAINER,

23、ASISOFTENTHECASE,WANTSTHEGROUPTOBEOPEN,HECANBEOPENABOUTHIMSELFHOWEVER,ITMAYBETHECASETHAT,FORSOMEPARTICIPANTS,THEOPENCLIMATEALLOWSTHEMTOEXPRESSTHEIRNEGATIVITYSUCHRESISTANCECANBEUNCOMFORTABLETODEALWITHBUTMUSTBEWORKEDTHROUGHTOGAINCOMMITMENTTOLEARNINGTHEDEGREEOFCONTROLPARTICIPANTSFEELTHEYHAVEOVERWHATHAP

24、PENSINFLUENCESTHEIRCOMMITMENTANDMOTIVATIONINADDITION,ASBALDWINANDWILLIAMSDISCUSS,CONTENTMUSTBEPERCEIVEDTOBERELEVANTTOTHEIREXPERIENCE,ANDTOHAVEPRACTICALAPPLICATIONWITHINTHATEXPERIENCEWHATISCALLEDFORISANATMOSPHEREWHEREPEOPLEARERESPECTEDANDVALUEDFORTHEIREXPERIENCEANDPOTENTIALTHEYSHOULDNOTBEMADETOFEELIN

25、ADEQUATEBECAUSETHEYDONOTYETKNOWWHATTHEYHAVECOMEONTHECOURSETOLEARNTHETRAINERSHOULDENCOURAGEADULTTOADULTRELATIONSHIPS,JOININGINASANEQUALANDNOTSOMEONEWHOKNOWSTHEANSWERTRANSACTIONALANALYSIS,ASDEVELOPEDBYBERNE,ISACONCEPTTHETRAINERSHOULDBEFAMILIARWITHMANYPARTICIPANTSINTRAININGCOURSESFEELTHATTHEYAREBACKATS

26、CHOOL,WHERETHETEACHERHADPOWERTODISTRIBUTEVERYSTRONGPOSITIVEANDNEGATIVESTROKESFINALLY,THERESEARCHERHASNODESIRETOPATRONIZETHEREADERBYGOINGTHROUGHTHEPROSANDCONSOFDIFFERENTTRAININGAIDS,BUTTHEREARESOMEPOINTSWHICHMAYBEOFINTERESTCERTAINTRAININGAIDSFACILITATETHEINTERACTIONOFPARTICIPANTSINAWAYTHATWASNONTHREA

27、TENINGTOTHEMASLAWOUTLINED,GROUPLEARNINGCANOFFERPARTICIPANTSMUTUALSUPPORT,SINCEITSOONBECOMESCLEARTHATNOONEPERSONSDIFFICULTIESAREPECULIARTOTHATPERSON,ANDTHISISREASSURINGATAPERSONALLEVELGROUPMEMBERSCANHELPONEANOTHERSOLVETHEIRDIFFICULTIES,ANDGIVEONEANOTHERFEEDBACKGROUPSALSOOFFERINCREASEDOPPORTUNITIESWIT

28、HINWHICHLEARNINGCANTAKEPLACETHEYOFFERTHEOPPORTUNITYFORINDIVIDUALSTOINCREASETHEIRSELFAWARENESSTHROUGHINTERACTIONWITHOTHERGROUPMEMBERSTHEREARETHOSEWHOCONSIDERLEARNINGASASOCIALEVENT,ANDMOREEFFECTIVELEARNINGTAKESPLACETHROUGHINTERACTIONWITHOTHERSIMPORTANTLY,ITHELPSOVERCOMELACKOFCONFIDENCEINALARGERGROUPSI

29、TUATIONTHEVALUEOFGROUPSASALEARNINGVEHICLEISREFLECTEDINTHEWORKOFREVANS,WHOWASAPROPONENTOFTHEPRAGMATICORACTIONLEARNINGAPPROACHHEEMPHASIZEDTHATPARTICIPANTSSHOULDMEETINSMALLGROUPSWITHATRAINERWHOSEROLEISPRIMARILYCOUNSELLINGSOASTOENCOURAGETHEMTOSHAREANDLEARNFROMTHEIROWNPERSONALEXPERIENCESTHEUSEFULNESSOFCO

30、LLABORATIVELEARNINGASATOOLFORTRAINERSWASALSODISCUSSEDINTHEWORKOFKING,WHEREITSROLEWASEMPHASIZEDWITHINTHEHEALTHCAREENVIRONMENTTHUS,INSUMMARIZINGRELEVANTLITERATURE,ITCANBESAIDTHAT,OFTHETHEORETICALFRAMEWORKS,KOLBANDTHEDEVELOPMENTOFEXPERIENTIALLEARNINGBYHONEYANDMUMFORDANDOTHERWRITERS,PROVIDESABASISFORREV

31、IEWINGTHEDESIGNOFTRAININGINTHECASESTUDYBESIDESTHIS,LITERATUREFOCUSINGONSTIMULUSRESPONSELEARNING,PARTICULARLYTHATOFSELIGMANSLEARNEDHELPLESSNESS,ISRELEVANTTODISCUSSIONRESEARCHDISCUSSINGTHEROLEOFTHETRAINERISALSOUSEFULASANANALYTICALFRAMEWORKINTHISCASE,INABROADPOLITICALORGANIZATIONALSENSE,ASDISCUSSEDBYPE

32、TTIGREWETAL,BUTMOREIMPORTANTLYWITHINTHESESSIONITSELF,ASOUTLINEDBYSHEAL,KNOWLES,ANDBALDWINANDWILLIAMSTHEAUTHORWILLNOWDRAWONTHECASESTUDYTOILLUSTRATETHEAPPLICATIONOFTHEGENERALPRINCIPLESCONCLUSIONINDISCUSSINGEFFECTIVETRAININGTHEREAREMANYCONCERNSKOLBPROVIDEDTHEMOSTRELEVANTFRAMEWORKINTHECASESTUDYTHECASEST

33、UDYSUGGESTSTHATLEARNINGWASMOREEFFECTIVEWHENLEARNERSAPPLIEDCONCEPTSANDTECHNIQUESINARELEVANTWAY,USINGTHELEARNINGCYCLETOSTRUCTURETHESESSIONINSTEPSALTHOUGHREFLECTIONWASPROBLEMATIC,ITWASNECESSARYFOREFFECTIVELEARNINGTOTAKEPLACETHETRAINERSHOULDSTRUCTUREREFLECTIONACTIVITIES,USESELFASSESSMENTINVENTORIES,GROU

34、PACTIVITIES,ANDCASESTUDIESHONEYANDMUMFORDSMODIFICATIONOFKOLBWASUSEFULINTHATLEARNINGWASMOSTLIKELYTOTAKEPLACEWHENLEARNERSENGAGEDINANACTIVITYWHICHSUITEDTHEIRLEARNINGSTYLETRAINERSSHOULDUSEAVARIETYOFTECHNIQUESANDTRAININGAIDS,ENCOURAGEANAWARENESSOFLEARNINGSTYLE,ANDABROADENINGOFTHELEARNERSRANGEOFSTYLESASFA

35、RASSTIMULUSRESPONSELEARNINGFRAMEWORKSWERECONCERNED,POSITIVEFEEDBACKWASIMPORTANTASADVOCATEDBYSKINNER,BUTITWASSELIGMANWHOSERESEARCHAPPLIEDMOSTTOTHECASELEARNINGWASMOSTLIKELYWHENTHELEARNERSFELTSECUREANDUNTHREATENED,ANDWHERETHEYFELTTHEYHADCONTROLOVERTHEIRACTIONSBACKINTHEWORKPLACETHEFIRSTPOINTWASLINKEDTOT

36、HETRAINERSROLEINTHESESSIONITSELF,ASDISCUSSEDBYBALDWINANDWILLIAMSANDSHEALTHETRAINERSHOULDCREATETHERIGHTATMOSPHEREBYBUILDINGUPCONFIDENCE,MODELLINGBEHAVIOUR,ANDBEINGOPENANDRELAXEDICEBREAKERS,REJUVENATORS,ANDGROUPACTIVITIESHELPEDLEARNINGWASMOSTLIKELYWHENTHELEARNERWASINVOLVEDINTHELEARNINGPROCESS,ANDWHENL

37、EARNERSARECOMMITTEDTOLEARNINGTRAINERSSHOULDENCOURAGE,GUIDE,COACHANDSTANDBACK,ADOPTINGTHEROLEOFFACILITATORNOTTELLEREXPECTATIONSSHOULDBEMATCHEDANDADULTTOADULTRELATIONSHIPSDEVELOPEDASADVOCATEDBYBERNEANDHAYTHESUGGESTIONISTHAT,BECAUSEOFDIFFICULTIESRELATINGTOCONFIDENCEANDCOMMITMENT,APREPROGRAMMEINDUCTIONS

38、ESSIONTAKEPLACEINVOLVINGTHETRAINERS,THEPARTICIPANTSANDTHEPARTICIPANTSMANAGERSFINALLY,ALLTHEABOVEMUSTTAKEPLACEWITHINAPOLITICALCONTEXTASDISCUSSEDBYPETTIGREWETAL,ASTHISMAYREPRESENTACONSTRAINTINTHEDESIGNOFTHETRAININGMODULEANDTHETRAININGCYCLEASAWHOLEWITHINTHECASESTUDYTHISWASEMPHASIZEDOWINGTOTHEORGANIZATI

39、ONBEINGREFLECTIVEOFAPROFESSIONALBUREAUCRACY外文出处HEALTHMANPOWERMANAGEMENTVOLUME,211995（02P1319译文学习理论与卫生行政部门的培训设计一、学习理论思考研究人员把他们的研究重点放在个人可观察的行为。在广义的理论体系中看，特别是体验学习框架和刺激反应学习框架，在较小的程度上来说，是最有益的指示。培训从业者如何能够使学习更加有效以适用于医疗保健环境，具有更广泛的组织的空间。体验学习的重要性是由BURNARD提出的，他将体验学习定义为个人的学习，他认为我们不能靠死记硬背来学习，也不只是机械地学习了一系列的行为。我们需

40、要花时间进行自我反省，并接受来自其他人对我们的表现所做的反馈。科尔布将体验学习看成是一种圆形和永恒的过程，其关键阶段是经验，这是学习的关键点，以及随之而来的分析和随之而来的规划和尝试新的或变更的行为。科尔布等大多数人主张学习方式，强调发展其他的一些学习能力。他们提炼这些类别并将其使用在精挑细选的见习类型中（通过学习风格标识），这最有可能受益于某些程序中。他们确定了四种风格活动家，反思者，理论家和实用主义者。这些类型的最佳说明了以下评论我会尝试任何一次（活动家）我喜欢思考着的时候（理论家），我怎能在实践中进行运用呢（实用主义）。这也强调了这样的一个观点，如果管理的目的是提供学习的机会，那么管理者

41、从经验中学习的过程是一个重要组成部分，也许是最重要的部分。有些人比其他人更好地了解学习风格，有些可能拒绝某些样式。诺尔斯采取了不同的方法来定义体验学习。他是一个自主学习的支持者，并介绍了活动范围内的体验式学习的概念。他列举了他所说的，“参与体验技术”小组讨论，案例，模拟，角色扮演，实践练习和技能。他认为，体验学习与参加学习和发现学习是类似的。这一观点被PEDLERET所支持，他认为体验学习是个人卷入的学习，学习者通过重组他的看法而产生了经验学习。发现学习与此相关，因为它把关注点放在行为上，我们通常可以将其描述为“洞察”。科勒和杰克逊将发现作为反映的方式，我们学会认识和界定问题的学习，实验，以寻

42、找解决方案，无论是试错，通过演绎推理，寻求信息或帮助，或由三者的结合。各种各样的学习方法在得到不断发展，这被视为是体验学习的方法，按照科尔布所述，所有这些都被集中在为学习者提供了一个经验的学习，使学习者获得经验的意义。特别令人感兴趣的是结构小组活动和角色扮演。这些活动的想法是，本组织着手准备经验学习，在他们讨论他们的想法和感受后，将其运用到新的学习或运用实际情况。BURNARD指出，这种方法的优点包括可以进行一个共同的经验的分享，并产生对实际问题的各种可能的解决方案。角色扮演涉及建立一个角色和可能的情形，然后从扮演中学习。更具体地说，这种周期性表明，经过一个角色扮演，一个思考期是必要的，以便从

43、其他新的学习可以吸收参加者的意见。以刺激反应理论为例，其基本思想是通过奖励塑造行为，其主要代表人物是斯金纳。该理论认为，他们回答正确，或者做得好就给予奖励，给予积极的强化以产生相应的反应，因此通过不断强化可以激励他们扩展他们的学习。强化理论的一个特别重要的发展是塞利格曼工作。从他的实验，他得出结论，正如科目可以学习，以执行某种特定行为的一种奖励，他们也可以了解到一些情况是“无法控制”，即任何行为可以产生任何结果。他声称，正如生物可以通过积极的强化学习，当他们接触到不可控制的事件，他们可以学习，反应是徒劳的。这种学习的动力响应和破坏仍然存在，甚至当事件真正成为可控的也依然存在。在体验学习理论中，

44、文献在对培训员的作用进行了详述，将其视为重点。这可以通过两种方式处理导师对本组织的作用，特别是在培训过程中。二、结论在讨论有效的培训中存在很多问题。科尔布在案例研究中提供了最相关的框架。个案研究表明，当学习方法适用于有关概念和技术时学习更有效。虽然反思存在问题，但是这是有效学习的必不可少的一个途径。培训员组织的反射活动，应使用自我评估清单，小组活动，和个案研究。在一个能够配合他们的学习方式进行学习活动中，学习是最有可能发生的。培训师应该使用各种技术和培训器材，采用鼓励的学习方式，以及对学习者的风格有扩大的认识。至于刺激一反应学习而言，积极的反馈很重要，这是由斯金纳主张的。当学生感到安全和未受到

45、威胁时学习最有可能发生，并在他们觉得他们对自己的行动拥有控制权时最有可能。第一点与培训人员在过程中的地位有关，就如鲍德温和威廉姆斯和SHEAL所讨论的那样。教练员应通过建立信心，建模行为，公开和轻松以创造合适的气氛。当学习者融入在学习过程中，当学生热衷于学习，学习最有可能发生并产生作用。导师应鼓励，引导，教练和退后一步，起到一个促进者的作用而不是讲述者。伯尔尼和HAY提倡培训员与学员的期望应该匹配和互相应该成为是成人对成人的关系。这项建议是，由于建立信心和实现承诺存在困难，预先计划将涉及教员，学员和学员的管理人员。最后，上述所有必须在政治背景下为佩蒂格鲁等人所讨论。，因为这可能代表了在培训模块和整个训练周期的设计约束。在个案研究中，由于该组织强调，应该使一个组织像一个专业的管理层那样学会反思。外文出处HEALTHMANPOWERMANAGEMENTVOLUME,211995（02P1319