醫(yī)療行業(yè)如何建立職場學(xué)習(xí)與績效能力

BuildingYourCompetencein

WorkplaceLearningandPerformance(WLP)

ByWilliamJ.Rothwell,Ph.D.Copyright2001byWilliamJ.Rothwell威廉·羅斯維爾博士

威廉·羅斯維爾2001版權(quán)所有建立職場學(xué)習(xí)與績效(WLP)

的專家能力PartI:

Introduction第一部分簡介PurposeoftheSession

WorkplaceLearningandPerformance(WLP)isthelatestgenerationofthefieldoncecalledHumanResourceDevelopment(HRD)and,beforethat,TrainingandDevelopment(T&D).Howcanyouunderstandthefield,therolescarriedoutbyWLPpractitioners,thecompetenciesthatareassociatedwithsuccessfulperformanceinWLPnowandinthefuture,andbuildyourcompetenciesastheWLPfieldchangesinresponsetotrendsunfoldingnow?Howmightyouapplythisknowledgetoyear-endperformanceevaluation,compensationprograms,andplanningforthefollowingyear'sHRDefforts?Usethistwo-dayWorkshoptobuildyourcompetenceasaWLPpractitioner.本期培訓(xùn)的目的“職場學(xué)習(xí)與績效(WLP)”是曾經(jīng)被稱為“人力資源開發(fā)（HRD）”，之前曾被稱作“培訓(xùn)與發(fā)展（T&D）”的這一領(lǐng)域發(fā)展的最新階段。您怎樣理解這一領(lǐng)域？您怎樣理解這一領(lǐng)域？怎樣理解WLP從業(yè)者所扮演的角色？怎樣了解現(xiàn)在及將來都與WLP優(yōu)良績效有關(guān)的能力？在WLP領(lǐng)域的時代，怎樣根據(jù)當(dāng)今的趨勢來增強自己的能力？您怎樣把這些知識運用到年終的績效考核、薪酬計劃中及來年的人力資源開發(fā)工作中？通過這兩天的培訓(xùn)，將會培養(yǎng)您作為一名WLP從業(yè)者的能力。WhatWillYouTakeAwayfromtheSession?

Uponcompletionofthistwo-dayWorkshop,youwillbeabletoanswerthefollowingquestions:WhatisWorkplaceLearningandPerformance(WLP),andhowdoesitcomparetoTrainingandDevelopment,HumanResourceDevelopment,andHumanPerformanceImprovement/PerformanceConsulting?WhataretherolesoftheWLPpractitioner,andwhyaretheseimportantforyoutoknowabout?您將從本期培訓(xùn)中

學(xué)到什么？

在結(jié)束這兩天的培訓(xùn)后，您將能夠回答下列問題：什么是職場學(xué)習(xí)與績效(WLP)？如何區(qū)分培訓(xùn)與發(fā)展（T&D）、人力資源開發(fā)(HRD)、員工績效提升（HPI）與績效咨詢(HPC)等概念？職場學(xué)習(xí)與績效（WLP）從業(yè)者的角色是什么？為什么了解它對您很重要？WhatWillYouTakeAwayfromtheSession?Whatarecompetencies,andwhatcompetenciesmusttheWLPpractitionerdemonstratetobesuccessfulintoday'sdynamicworksettings?Whatareoutputs,andhowdoestheWLPpractitionerdemonstratetheseoutputstobesuccessful?Howcanyourorganization'strainingdepartmenttransitiontobecomeaWLPdepartment,andwhythatmightbeworthyofconsideration?WhatareyourcompetenciesinWLP,andhowcanyoudeviseaprofessionaldevelopmentplantobuildyourcompetenceasaWLPpractitioner?您將從本期培訓(xùn)中

學(xué)到什么？什么是WLP能力？要在當(dāng)今動態(tài)的工作環(huán)境中取得成功，WLP從業(yè)者必須具備什么樣的能力？

WLP的產(chǎn)出是什么？WLP從業(yè)者如何闡明這些產(chǎn)出是成功有效的？怎樣把您組織培訓(xùn)部門轉(zhuǎn)變?yōu)橐粋€職場學(xué)習(xí)與績效（WLP）部門？為什么這種轉(zhuǎn)變值得考慮？您在WLP方面的能力如何？為了增強自己作為WLP從業(yè)者的能力，您怎樣來設(shè)計自己的職業(yè)發(fā)展計劃？WhatYouWillBeAbletoDoUponcompletionofthistwo-dayWorkshop,youwillbeabletodothefollowing:ExplainhowWLPisdifferentfromHRD,andwhythisdifferenceisimportantAnalyzehumanperformanceproblemsandidentifyrootcause(s)Identifyarangeofpossibleinterventionstocloseperformancegapsandtherebyaddresstheunderlyingcause(s)ofhumanperformanceproblems您將能能夠做做什么么？兩天的的課程程結(jié)束束之后后，您您將能能夠進進行下下列工工作：：闡明WLP和人力力資源源開發(fā)發(fā)（HRD）的區(qū)別別，并并說明明這樣樣區(qū)別別的重重要意意義分析員員工績績效問問題并并識別別其根根源確認(rèn)為為縮小小這種種績效效差距距而可可能采采取的的干預(yù)預(yù)措施施，由由此探探尋員員工績績效問問題潛潛在的的深層層次原原因WhatYouWillBeAbletoDoSelectoneormoreinterventionsthataremostappropriateforclosingperformancegapsImplementinterventionssuccessfully,usingprovenmethodsofprojectmanagementandchangemanagementEvaluatethefinancialandnofinancialresultsofaninterventionReviewwaystoapplynew-foundknowledgeaboutWLPtoyear-endemployeeperformanceevaluations,compensationdecisions,andplanningforthefollowingyear'sHRD/WLPefforts.您將能夠夠做什么么選擇最適適合縮小小績效差差距的一一種以上上干預(yù)措措施利用已經(jīng)經(jīng)過驗證證的項目目管理和和變革管管理方法法，順利利實施干干預(yù)措施施評價干預(yù)預(yù)措施的的財務(wù)和和非財務(wù)務(wù)成果評價將新新發(fā)現(xiàn)的的WLP知識運用用于年終終的員工工績效評評估、薪薪酬決策策及來年年HRD/WLP工作的方方法TheOrganizationoftheWorkshop培訓(xùn)的內(nèi)內(nèi)容結(jié)構(gòu)構(gòu)PartII:WhatIsWLP,andWhyIsItImportanttoYou?第二部分分什么是職職場學(xué)習(xí)習(xí)與績效效（WLP））？為什么了了解它對對您很重重要？OverviewofthisPartThispartexamines:Thebackground:WhatprecedesWLP?WhatisWorkplaceLearningandPerformance(WLP)?WhyisWLPimportant?本部分概概述該部分考考察了：：背景：職職場學(xué)習(xí)習(xí)與績效效（WLP））之前的階階段是什什么？什么是職職場學(xué)習(xí)習(xí)與績效效(WLP)?職場學(xué)習(xí)習(xí)與績效效（WLP））的重要性性何在？？WhatPrecedesWLP?Therehavebeenfivegenerationsofthefieldoriginallycalled““traininganddevelopment.””ItisimportanttounderstandthembecausetheyprovideabackdropagainstwhichtounderstandWLP.什么是WLP的來源？？最初被稱稱為“培培訓(xùn)與發(fā)發(fā)展”的的這一領(lǐng)領(lǐng)域，共共有五個個發(fā)展階階段了解這五五個階段段很重要要，因為為這幾個個階段為為我們提提供了了了解WLP的背景Generation1:TrainingThisgenerationfocusedononeactivity——thatis,trainingTrainingchangesindividualsbyequippingthemwiththeknowledge,skillsandattitudestheyneedtoperformsuccessfullyCompetencystudiesconsolidateandcodifyagenerationTwocompetencystudieswerekeytothisgeneration:Pinto&Walker(1978)andMcLagan(1983)第一階段段：培訓(xùn)訓(xùn)這一階段段的中心心是一種種活動——即培訓(xùn)訓(xùn)通過為個個人提供供其順利利完成工工作所需需的知識識、技能能和態(tài)度度，培訓(xùn)訓(xùn)改變了了個人能力研究究鞏固并并形成了了這一階階段對這一階階段而言言，有兩兩項能力力研究是是關(guān)鍵：：Pinto和Walker的研究(1978)McLagan的研究(1983)Generation2:HumanResourceDevelopmentHumanResourceDevelopment(HRD)isdefinedastheintegrateduseoftraining,organizationdevelopmentandcareerdevelopmentHRDchangesindividualsthroughactivitiesbothatpresent(throughtraining)andinthefuture(throughcareerdevelopment)aswellaschangestheworkenvironment(OD)ThecompetencystudythatcodifiedanddefinedthisgenerationwasMcLagan,P.(1989).ModelsforHRDpractice.4vols.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.第二階段段：人人力資源源開發(fā)人力資源源開發(fā)(HRD)被定義為為：對培培訓(xùn)、組組織發(fā)展展和職業(yè)業(yè)生涯發(fā)發(fā)展的整整合運用用通過改變變現(xiàn)在（（借助培培訓(xùn)）和和未來（（借助職職業(yè)開發(fā)發(fā)）的行行為，HRD改變個人人，也改改變了工工作環(huán)境境(OD)形成和確確立這一一階段的的能力研研究者是是McLagan,P.(1989)《《人力資源源開發(fā)實實務(wù)模型型》.共共四冊冊，Alexandria,VA:美國培訓(xùn)訓(xùn)與發(fā)展展協(xié)會Generation3:

HumanPerformanceImprovementHumanPerformanceImprovement(HPI)istheprocessofidentifyingtherootcause(s)ofhumanperformanceproblemsandfindingsolutionsorinterventionstoaddressthosecausesHPIisinterestedinresults,notactivitiesHPIusesanyorallmeanstoachieveresultsThecompetencystudydefiningthisgenerationwasRothwell,W.(1996).ASTDmodelsforhumanperformanceimprovement.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.第三階段：：

員工績績效提升員工績效提提升(HPI)是識別員工工績效問題題之根源、、并且找到到消除這些些原因之解解決辦法或或干預(yù)措施施的過程HPI關(guān)心的是效果，而不是活動HPI利用任何或或一切方式式去取得效效果形成和確立立這一階段段的能力研研究者是威威廉·羅斯斯維爾(1996).?！丁禔STD員工績效提提升模型》》.Alexandria,VA:美國培訓(xùn)與與發(fā)展協(xié)會會.Generation4:

WorkplaceLearningandPerformanceWLPisdefinedas“theintegrateduseoflearningandotherinterventionsforthepurposeofimprovinghumanperformance,andaddressingindividualandorganizationalneeds.Itusesasystematicprocessofanalyzingandrespondingtoindividual,group,andorganizationalperformanceissues.Itcreatespositive,progressivechangewithinorganizationsbybalancinghumanisticandethicalconsiderations””(Rothwell,Sanders&Soper,1999,p.121).第四階段：：職場學(xué)習(xí)習(xí)與績效職場學(xué)習(xí)與與績效（WLP）被定義為：：“為了提提升個人和和組織績效效、滿足個個人和組織織需求，而而對學(xué)習(xí)和和其它干預(yù)預(yù)措施綜合合運用。WLP采用績效分分析和解決決個人、群群體和組織織績效問題題的一整套套系統(tǒng)流程程，通過對對員工、道道德等問題題的協(xié)調(diào)，，在組織內(nèi)內(nèi)創(chuàng)造積極極而進步的的變革?！薄?羅斯斯維爾、Sanders和Soper合著，1999年版版,第121頁)WhyIsWLPImportant?WLPreinventsHRDinlightofHPIWLPemphasizeslearningasatoolforachievingimprovedworkperformanceinorganizationalsettingsUnliketraining,whichisdonetopeople,learningissomethingthatisdonebypeopleThecompetencystudydefiningthisgenerationwasRothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.職場學(xué)習(xí)與與績效為什什么這樣重重要？職場學(xué)習(xí)與與績效（WLP）借助員工績績效提升（（HPI），，賦予人力資資源開發(fā)（（HRD）了新的內(nèi)涵涵WLP強調(diào)：把學(xué)學(xué)習(xí)作為在在組織環(huán)境境下提升工工作績效的的一個工具具與培訓(xùn)不同同的是，培培訓(xùn)是作用用于人，而而學(xué)習(xí)是通通過人產(chǎn)生生作用形成和確立立這一階段段的能力研研究者是威威廉·羅斯斯維爾、Sanders,E.,&Soper,J.(1999).《《ASTD職場學(xué)習(xí)與與績效模型型》.Alexandria,VA:美國培訓(xùn)與與發(fā)展協(xié)會會Generation5:TheWorkplaceLearnerWLfocusesonindividualchangethroughlearning,notthroughtrainingLearningisameanstoachieveanendofimprovedperformanceAfocusonlearningimpliesanewroleforthetrainer,HRDprofessional,HPIpractitioner,orWLPpractitionerThecompetencystudydefiningthisgenerationisintheworks第五階段：：職場學(xué)習(xí)習(xí)者職場學(xué)習(xí)者者（WL）關(guān)注的是：：通過學(xué)習(xí)習(xí)，而不是是培訓(xùn)來改改變個人學(xué)習(xí)是實現(xiàn)現(xiàn)績效提升升目的一種種手段對學(xué)習(xí)的關(guān)關(guān)注則意味味著，對培培訓(xùn)者、人人力資源開開發(fā)專職人人員、員工工績效提升升從業(yè)者或或職場學(xué)習(xí)習(xí)者的全新新角色定位位定義這一階階段的能力力研究工作作仍在進行行Activity:WhatAretheImplicationsofTheseGenerations?Divideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout15minutesonthisActivityForeachgenerationofthefieldlistedintheleftcolumnintheActivityfoundinyourParticipantGuide,listsomeactivitiesthatyoubelieveyoushouldbedoingifyouarefocusingonthatgenerationThereareno"right"or"wrong"answersinanyabsolutesense.However,someanswersmaybebetterthanothers.Whenyourgroupisfinished,yourspokespersonshouldbepreparedtolisttheactivitiesthatyourgroupidentified活動：這些些階段的聯(lián)聯(lián)系是什什么？按照3—5人為一組組的分法，，進行分組組每組指定一一個發(fā)言人人花15分鐘鐘的時間來來討論這一一活動針對《學(xué)員員手冊》““活動””的左欄所所列出的每每一個階段段，請列出出您對該階階段的工作作將會采取取的一些行行動雖然不存在在絕對“正正確”或絕絕對“錯誤誤”的答案案，但是，，確實有些些答案可能能比另一些些更好當(dāng)小組討論論完以后，，各組的發(fā)發(fā)言人應(yīng)該該準(zhǔn)備把本本組確認(rèn)的的那些工作作列出來ActivityDebriefCouldIhavespokespersonsforeachgroupreportontheirgroups’’answers?活動匯報請各組的發(fā)發(fā)言人把您您那個小組組的成果匯匯報一下。。PartIII:WhatAretheRoles,Competencies,andOutputsofWLPPractitioners,andWhatResultsAreExpectedfromThem?第三部分從事職場學(xué)學(xué)習(xí)與績效效（WLP）工作的人扮扮演什么角角色？應(yīng)具具備什么能能力？有什什么樣的產(chǎn)產(chǎn)出？期望望從中獲得得什么結(jié)果果？OverviewofthisPartThisPartexamines:Whatisarole?WhatrolesareassociatedwithWLP?Whatisacompetency?WhatcompetenciesarerelatedtoWLP?Whatareoutputs?本部分概述述該部分考察察了:什么是角色色？與職場學(xué)習(xí)習(xí)與績效（（WLP）相關(guān)的角色色有哪些？？什么是能力力？與職場學(xué)習(xí)習(xí)與績效（（WLP）相關(guān)的能力力有哪些？？什么么是是產(chǎn)產(chǎn)出出？？ActiveLectureActivityIamabouttobeginalectureonWLP.Sincelecturescanbeboring,thegoalofthisActivityistomakethelecturemoreexcitingthanusualIwouldlike3teamstoformTeam1:YourroleistocomeupwithexamplesfromyourownworkexperiencethatarerelatedtothematerialofthelectureTeam2:YourroleistocomeupwithalistofquestionsaboutthelectureTeam3:YourroleistocomeupwithalistofpointsinwhichyoudisagreewithwhatIamsayinginthelectureIwillgiveyouabout3minutestoformandorganizeyourteams,andyoumustbepreparedtoenactyourrolesafterthelecture活躍躍課課堂堂的的活活動動我將將開開始始講講授授職職場場學(xué)學(xué)習(xí)習(xí)與與績績效效（（WLP））。。由于于講講解解可可能能會會很很枯枯燥燥乏乏味味，，所所有有這這次次活活動動的的目目的的就就是是要要使使它它比比平平時時生生動動些些。。我想想將大大家家分分為為三個個組組小組組1:任任務(wù)務(wù)是是從從自自己己的的工工作作經(jīng)經(jīng)歷歷中中找找出出與與本本課課內(nèi)內(nèi)容容有有關(guān)關(guān)的的例例子子小組組2:任任務(wù)務(wù)是是列列出出與與本本課課程程有有關(guān)關(guān)的的問問題題清清單單小組組3:任任務(wù)務(wù)是是列列出出您您不不同同意意我我在在課課中中所所講講的的內(nèi)內(nèi)容容的的要要點點我會會給給大大家家3分分鐘鐘左左右右的的時時間間來來分分組組，，而而各各組組在在我我講講授授之之后后必必須須準(zhǔn)準(zhǔn)備備去去扮扮演演各各自自的的角角色色WhatIsaRole?Aroleisapartplayed.Rolesmayvarybyorganizationsizeandtype.Notallrolesareplayedbyallpractitioners.Rolesareversatile,permittingdiscussionacrossorganizations.什么么是是角角色色？？角色色即即扮扮演演的的人人物物角色色可可能能隨隨著著組組織織規(guī)規(guī)模模和和形形式式的的不不同同而而不不同同并不不是是所所有有的的角角色色都都是是由由所所有有的的專專業(yè)業(yè)人人員員來來承承擔(dān)擔(dān)的的角色色不不是是多多面面手手，，允允許許在在組組織織中中磋磋商商WLPRolesManagerAnalystInterventionSelectorInterventionDesignerandDeveloperInterventionImplementorChangeLeaderEvaluator職場場學(xué)學(xué)習(xí)習(xí)與與績績效效（（WLP））角色色管理理者者分析析師師干預(yù)預(yù)措措施施的的選選擇擇者者干預(yù)預(yù)措措施施設(shè)設(shè)計計與與開開發(fā)發(fā)者者干預(yù)預(yù)措措施施實實施施者者變革革領(lǐng)領(lǐng)導(dǎo)導(dǎo)者者評估估者者WLPRoles“Plans,organizes,schedules,monitors,andleadstheworkofindividualsandgroupstoattaindesiredresults;facilitatesthestrategicplan;ensuresthatWLPisalignedwithorganizationalneedsandplans;andensuresaccomplishmentoftheadministrativerequirementsofthefunction””(Rothwell,Sanders&Soper,1999,p.43).Manager職場學(xué)學(xué)習(xí)與與績效效（WLP）的角色色“為取取得希希望的的結(jié)果果而制制定計計劃、、組織織人員員、確確定時時間、、控制制并引引導(dǎo)個個人和和群體體的工工作；；推進進戰(zhàn)略略規(guī)劃劃；確確保WLP與組織織需求求和計計劃是是整合合在一一起的的；確確保職職能部部門行行政要要求的的執(zhí)行行。””(羅斯斯維爾爾、Sanders和Soper，1999年版，，第43頁頁)。。管理者者WLPRoles“Troubleshootsandisolatesthecausesofhumanperformancegapsoridentifiesareasforimprovinghumanperformance”(Rothwell,Sanders&Soper,1999,p.43).Analyst職場學(xué)學(xué)習(xí)與與績效效（WLP）的角色色“分析析并解解決員員工績績效差差距存存在的的起因因，或或者是是識別別員工工績效效提升升的范范圍。。”（（羅羅斯維維爾、、Sanders和Soper，1999年版，，第43頁頁）分析師師WLPRoles“Choosesappropriateinterventionstoaddressrootcausesofhumanperformancegaps””(Rothwell,Sanders&Soper,1999,p.43).InterventionSelector職場學(xué)學(xué)習(xí)與與績效效（WLP）的角色色選擇恰恰當(dāng)?shù)牡母深A(yù)預(yù)措施施,以以消除除員工工績效效差距距的根根源。。”(羅斯斯維爾爾,Sanders&Soper,1999,第43頁)。干預(yù)措措施的選擇擇者WLPRoles“Createslearningandotherinterventionsthathelptoaddressthespecificrootcausesofhumanperformancegaps””(Rothwell,Sanders&Soper,1999,p.43).InterventionDesignerandDeveloper職場學(xué)學(xué)習(xí)與與績效效（WLP）的角色色“制定學(xué)學(xué)習(xí)和和其它它干預(yù)預(yù)措施施，幫幫助解解決的的員工工績效效差距距的具具體根根源。。”(羅羅斯維維爾,Sanders&Soper,1999年版,第第43頁)。干預(yù)措措施設(shè)設(shè)計與開發(fā)發(fā)者WLPRoles“Ensurestheappropriateandeffectiveimplementationofdesiredinterventionsthataddressthespecificrootcausesofhumanperformancegaps”(Rothwell,Sanders&Soper,1999,p.43).InterventionImplementer職場學(xué)學(xué)習(xí)與與績效效（WLP）的角色色“確保保合理理的干干預(yù)措措施得得以恰恰當(dāng)而而有效效地實實施，，探尋尋員工工績效效差距距的具具體根根源。?！?羅羅斯維維爾,Sanders&Soper,1999年版,第43頁)。干預(yù)措施實施者WLPRoles“Inspirestheworkforcetoembracethechange,createsadirectionforthechangeeffort,helpstheorganization’sworkforceadapttothechange,andensuresthatinterventionsarecontinuouslymonitoredandguidedinwaysconsistentwithstakeholders’desiredresults”(Rothwell,Sanders&Soper,1999,p.43).ChangeLeaderWLP角色“鼓舞員工支支持變革、、確定變革革工作的方方向、幫助助組織員工工適應(yīng)變革革、確保干干預(yù)措施受受到了連續(xù)續(xù)的監(jiān)控和和引導(dǎo)，而而且其監(jiān)控控和引導(dǎo)方方式是與相相關(guān)利益者者所期望結(jié)結(jié)果一致的的”(Rothwell,Sanders&Soper,1999年版,第第43頁)。變革領(lǐng)導(dǎo)者者WLPRoles“Assessestheimpactofinterventionsandprovidesparticipantsandstakeholderswithinformationabouttheeffectivenessoftheinterventionimplementation”(Rothwell,Sanders&Soper,1999,p.43).EvaluatorWLP角色“評價干預(yù)預(yù)措施的作作用，為參參與者及相相關(guān)利益者者提供有關(guān)關(guān)于這些措措施實施效效果的信息息”(Rothwell,Sanders&Soper,1999年版，第43頁)。評估者RelationshipBetweentheHPIProcessandWLPRolesSource:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.44.HPI流程與WLP角色之間的的關(guān)系資料來源：：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.44.HPI流程的步驟驟WLP的角色績效分析管理者分析師原因分析干預(yù)措施選選擇干預(yù)措施實實施變革管理評估干預(yù)措施選選擇者干預(yù)措施設(shè)設(shè)計開發(fā)者者干預(yù)措施實實施者變革領(lǐng)導(dǎo)者者評估者圖4.1：：HPI流程模型與與WLP角色的關(guān)系系A(chǔ)ctivityonWLPRolesDivideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout15minutesIdentifytherolesyouplaynowIdentifyrolesyouthinkyoushouldbeplaying—andwhyyouthinkyoushouldbeplayingthemWhenyoufinish,yourspokespersonshouldbepreparedtoreporttheanswersofyourgroup關(guān)于WLP角色的活動動按每3—5個人為一一個小組，，進行分組組各組指定一一個發(fā)言人人花15分鐘鐘討論這一一行動確認(rèn)您現(xiàn)在在扮演的角角色確認(rèn)您認(rèn)為為應(yīng)該扮演演的角色——說明為什什么您認(rèn)為為應(yīng)該扮演演這些角色色當(dāng)小組活動動完以后，，各組的發(fā)發(fā)言人應(yīng)準(zhǔn)準(zhǔn)備報告本本組的成果果ActivityDebriefCouldIhavespokespersonsforeachgroupreportontheirgroups’’answers?活動匯報請各組發(fā)言言人報告本本組的成果果。WhatIsaCompetency?Acompetency:IsanycharacteristicthatunderliessuccessfulperformanceIsanycharacteristicnecessarytocarryoutworkactivitiesandachieveworkresultsIsBroaderthanthenotionofknowledge,skillsorattitudesMayincludetraits,bodiesofknowledge,andevenlevelsofmotivationCompetencydefinedSource:Dubois,D.,&Rothwell,W.(2000).Thecompetencytoolkit.2vols.Amherst,MA:HumanResourceDevelopmentPress.什么是能力力？能力是成功績效效的基礎(chǔ)特特質(zhì)是執(zhí)行工作作并取得成成果的必備備特質(zhì)含義比知識識、技能和和態(tài)度更廣廣可能包括品品質(zhì)特性、、知識結(jié)構(gòu)構(gòu)甚至動機機層次能力的定義義資料來源：：Dubois,D.,&Rothwell,W.(2000).Thecompetencytoolkit.2vols.Amherst,MA:HumanResourceDevelopmentPress.WhyAreCompetenciesImportant?Workactivitieschange,butcompetenciesareenduringWorkactivitiesfocusonwhatpeopledo,notonwhatresultstheyachieveKnowledge,skillandattitudedonotencompasseverythingrequiredtoachieveresultsandtendtominimizetheimportanceofattitudes,feelings,beliefs,values,andmotivation為什么能力力如此重要要？工作活動是是變化的，，但能力卻卻是持久的的工作活動集集中關(guān)注應(yīng)應(yīng)該做什么么，而不是是關(guān)注應(yīng)該該取得什么么知識、技能能和態(tài)度沒沒有包括達(dá)達(dá)到目標(biāo)所所需的一切切，而且往往往把態(tài)度度、情緒、、信仰、價價值觀和動動機的重要要性降到最最低6CategoriesofWLPCompetenciesAnalytical:Creationofnewunderstandingsthroughthesynthesisofdata(19total)Business:Understandingoforganizationsassystems,processes,andoperationalunits(11total)Interpersonal:Understandingthemethodsthatproduceeffectiveinteractionsofpeopleandgroups(5total)Source:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.WLP的六類能力力分析能力：：通過對資資料的綜合合處理，產(chǎn)產(chǎn)生新的見見解（共19種）經(jīng)營能力：：將組織視視為系統(tǒng)、、流程和運運作單元（（共11種種）人際關(guān)系的的能力：理理解使個人人和群體之之間產(chǎn)生有有效互動的的方法（共共5種）資料來源：：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.6CategoriesofWLPCompetenciesLeadership:Influencing,enabling,orinspiringotherstoact(7total)Technical:Understandingexistingknowledgeorprocesses(6total)Technological:Understandingcurrentoremergingtechnologies(4Total)Source:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.WLP的六類能力力領(lǐng)導(dǎo)能力：：影響、促促動或激勵勵他人采取取行動（共共7種）技術(shù)能力：：了解現(xiàn)存存的知識或或流程（共共6種）科技能力：：了解現(xiàn)有有和新出現(xiàn)現(xiàn)的科技（（共4種））資料來源源：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.AnalyticalCompetenciesAnalyticalThinkingAnalyzingPerformanceDataCompetencyIdentificationInterventionSelectionModelBuildingPerformanceGapAnalysisPerformanceTheorySource:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.分析能力力分析思考考法分析績效效資料識別能力力干預(yù)措施施選擇構(gòu)建模型型績效差距距分析績效理論論資料來源源：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.BusinessCompetenciesAbilitytoSeethe““BigPicture”BusinessKnowledgeCost/BenefitAnalysisIdentificationofCriticalBusinessIssuesIndustryAwarenessProjectManagementSource:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.經(jīng)營能力力領(lǐng)會“整整體情況況”的能能力業(yè)務(wù)知識識成本/收收益分析析識別重大大的經(jīng)營營問題行業(yè)意識識項目管理理資料來源源：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.InterpersonalCompetenciesCommunicationCommunicationNetworksConsultingCopingSkillsInterpersonalRelationshipBuildingSource:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.人際關(guān)系系的能力力溝通溝通網(wǎng)絡(luò)絡(luò)咨詢?nèi)穗H關(guān)系系處理技技巧人際關(guān)系系建立資料來源源：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.LeadershipCompetenciesBuy-in/AdvocacyDiversityAwarenessEthicsModelingGoalImplementationGroupDynamicsLeadershipVisioningSource:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.領(lǐng)導(dǎo)的能能力說服/倡倡導(dǎo)多樣化意意識樹立道德德榜樣目標(biāo)實施施群體動力力領(lǐng)導(dǎo)藝術(shù)術(shù)制定遠(yuǎn)景景目標(biāo)資料來源源：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.TechnicalCompetenciesAdultLearningFacilitationFeedbackInterventionMonitoringQuestioningSurveyDesignandDevelopmentSource:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.技巧的能能力成人學(xué)習(xí)習(xí)促進反饋監(jiān)控干預(yù)預(yù)措施提問調(diào)查的設(shè)設(shè)計與改改進資料料來來源源：：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.TechnologicalCompetenciesComputer––MediatedCommunicationDistanceEducationElectronicPerformanceSupportSystemsTechnologicalLiteracySource:Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.科技能力力以電腦為為媒介進進行溝通通遠(yuǎn)程教育育電子績效效支持系系統(tǒng)科技素養(yǎng)養(yǎng)資料來源源：Rothwell,W.,Sanders,E.,&Soper,J.(1999).ASTDmodelsforworkplacelearningandperformance.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment,p.52.OutputsOutputs:Aretheresultsofworkactivitiesand/orcompetenciesMayvarybyorganizationalsettingorcorporatecultureMaybecategorizedintotwotypes——terminaloutputs(finalresults)andenablingoutputs(intermediatetoachievingresults)產(chǎn)出產(chǎn)出：是工作活活動和/或工作作能力的的效果可能會隨隨著組織織環(huán)境或或企業(yè)文文化的變變化而變變化可被概括括為兩類類—終端端產(chǎn)出（（最終成成果）和和輔助產(chǎn)產(chǎn)出（取取得最終終成果的的中介））ActiveLectureDebriefLetmegiveyouabout5minutestogetreadyinyourteamsArethemembersofTeam1readytocomeupwithexamplesfromtheirownworkexperiencethatarerelatedtothematerialofthelecture?ArethemembersofTeam2readytogivethelistofquestionsaboutthelecture?ArethemembersofTeam3readytocomeupwiththeirlistofpointsinwhichtheydisagreedwithwhatIsaidinthelecture?活動匯報報我給大家家5分鐘鐘的準(zhǔn)備備時間要求第一一小組結(jié)結(jié)合自己己的工作作經(jīng)驗，，找出與與本堂課課相關(guān)之之案例的的解決方方案。要求第二二小組對對列出一一些跟本本堂課問問題？要求第三三小組列列出跟我我的觀點點不一致致的地方方。PartIV:HowCanYouEnacttheRoles?第四部分分：您該怎樣樣扮演這這些角色色？OverviewofthisPartThisPartexamines:What7rolesareassociatedwithWLP?Howarethoserolescarriedout?WhatactivitiescanhelpyoubuildyourcompetenceinWLP?本部分概概述該部分考考察了：：與職場學(xué)學(xué)習(xí)與績績效（WLP））有關(guān)的7種角色色。怎樣發(fā)揮揮這些角角色的作作用？哪些行動動能幫助助您培養(yǎng)養(yǎng)職場學(xué)學(xué)習(xí)與績績效（WLP））方面的能能力？WLPRoles“Plans,organizes,schedules,monitors,andleadstheworkofindividualsandgroupstoattaindesiredresults;facilitatesthestrategicplan;ensuresthatWLPisalignedwithorganizationalneedsandplans;andensuresaccomplishmentoftheadministrativerequirementsofthefunction””(Rothwell,Sanders&Soper,1999,p.43).WhatdoestheManagerofWLPdo?職場學(xué)習(xí)習(xí)與績效效（WLP））的角色“為取得得希望的的結(jié)果而而制定計計劃、組組織人員員、確定定時間、、控制并并引導(dǎo)個個人和群群體的工工作；推推進戰(zhàn)略略規(guī)劃；；確保WLP與組織需需求和計計劃是整整合在一一起的；；確保職職能部門門行政要要求的執(zhí)執(zhí)行?！薄?羅羅斯維爾爾、Sanders和Soper，1999年版，第第43頁頁)管理者LargeGroupActivityLet’’stakeaminutetolistonaflipchartwhatamanagerofWLPdoesthatothermanagersdonotdoLet’sbrainstormaroundansweringthisquestion:WhatisuniqueaboutthejobofmanagerofWLP,whichmightbecalled(insomeorganizations)““TrainingDirector””?Nowlet’sbrainstormaroundansweringthisquestion:Whyshouldwecareaboutthis?WhatdoestheManagerofWLPdo?全班活活動讓我們們花一一分鐘鐘，在在翻轉(zhuǎn)轉(zhuǎn)圖上上列出出WLP管理者者所做做的事事，而而這些些事是是其他他管理理者不不做的的讓我們們采用用“頭頭腦風(fēng)風(fēng)暴法法”討討論下下面這這個問問題：：可能能被稱稱為““培訓(xùn)訓(xùn)總監(jiān)監(jiān)”（（在某某些組組織中中）的的WLP管理者者，其其工作作的獨獨特之之處是是什么么？現(xiàn)在讓讓我們們用頭頭腦風(fēng)風(fēng)暴法法回答答這一一問題題：為為什么么我們們應(yīng)該該關(guān)心心這個個問題題？職場學(xué)學(xué)習(xí)與與績效效（WLP）管理者者做什什么？？WhatIsWLPStrategy?WLPStrategy:Thewayanorganizationgoesaboutplanningfor,and/ororchestrating,thelearningofitsmembers什么是是職場場學(xué)習(xí)習(xí)與績績效（（WLP）戰(zhàn)略？？職場學(xué)學(xué)習(xí)與與績效效（WLP）戰(zhàn)略：：指組組織規(guī)規(guī)劃及及/或或協(xié)調(diào)調(diào)其成成員之之學(xué)習(xí)習(xí)行為為的方方式。。WhyIsWLPStrategyImportant?WLPStrategyisimportantto:Linkplannedlearningactivitiestoorganizationalcompetitiveissues/objectivesEnsurethatWLPismeeting““businessneeds””Canyouthinkofotherwaysitisimportant?為什么么職場場學(xué)習(xí)習(xí)與績績效（（WLP）戰(zhàn)略如如此重重要？？職場學(xué)學(xué)習(xí)與與績效效（WLP）戰(zhàn)略的的重要要性在在于：：將有計計劃的的學(xué)習(xí)習(xí)活動動與組組織的的競爭爭問題題/目目標(biāo)聯(lián)聯(lián)系起起來確保職職場學(xué)學(xué)習(xí)與與績效效（WLP）滿足““經(jīng)營營需求求”您還能能想到到它的的其它它重要要性嗎嗎？HowIsWLPStrategyCarriedOut?Source:Rothwell,W.,&Kazanas,H.(1994).Humanresourcedevelopment:Astrategicapproach.Rev.ed.Amherst,MA:HRDPress.怎樣實實施WLP戰(zhàn)略？？資料來來源：：Rothwell,W.,&Kazanas,H.(1994).Humanresourcedevelopment:Astrategicapproach.Rev.ed.Amherst,MA:HRDPress.IntroductiontoActivityLet’sspendjustaminuteinaroleplayinfrontoftheclassIneedavolunteerwhoiswillingtopretendtobeaconsultantvisitingme,theCEOofanorganizationIwouldlikeyoutoaskmequestionsabouttheWLPeffortsofmyorganizationYourgoalistoposequestionsthatwillpermityoutowriteaproposaltobetheoutsourcingagentfortheTrainingDepartmentofmyorganizationThevolunteerisfreetobecreativeinaskingmequestions活動簡簡介讓我們們花一一分鐘鐘在全全班面面前進進行角角色扮扮演我需要要一個個志愿愿者扮扮作來來拜訪訪我的的顧問問，而而我，，則扮扮演一一個企企業(yè)的的CEO我想讓讓這位位顧問問問我我一些些有關(guān)關(guān)我企企業(yè)的的WLP工作的的問題題顧問目目的是是，提出問問題，，這些些問題題可以以使您您能為為我公公司的的培訓(xùn)訓(xùn)部門門寫一一份建建議書書，建建議由由您自自己來來擔(dān)任任該部部門的的外包包代理理人志愿者者在向向我提提出問問題時時，可可以自自由發(fā)發(fā)揮ActivityDivideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout30minutestopreparearoughdraftproposalforwhatyouwoulddotohelpmyorganizationbyservingasthechiefoutsourcingagentforWLPWhenyourgroupisfinished,youshouldhavearoughdraftproposalthatyourspokespersonisreadytosharewiththegroup活動按3-5人人一組，進進行分組各組指定一一個發(fā)言人人用約30分鐘的時間間準(zhǔn)備一份份粗略的建建議草案，，這份草案案要說明，，作為主要要的WLP外包代理人人，您將如如何幫助我我的企業(yè)。。小組完成以以后，由小組發(fā)言言人代表各各個小組跟跟全班分享享本組的建建議草案ActivityDebriefCouldIhavespokespersonsforeachgroupreportontheirgroups’’answers?活動匯報請各組發(fā)言言人報告本本組的活動成果。。AModeltoGuidetheWorkoftheWLPManagerSource:Rothwell,W.(2001).Themanagerandthechangeleader.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.指導(dǎo)WLP管理者工作作的一個模模型來源：羅斯斯維爾W.(2001)《管理者和變變革領(lǐng)