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1、本科畢業(yè)論文（設(shè)計(jì)）本科畢業(yè)論文（設(shè)計(jì)）外文翻譯外文出處HealthManpowerManagement.Volume21.1995（02).P1319外文作者GraemeCurrie原文：原文：LearningtheythedesignoftraininginahealthauthityTheeticalconsiderationsMostresearchersoflearninghavemadethefocusoftheirrese

2、archtheobservablebehaviouroftheindividual.Intermsofageneralizedbodyoftheyexperientiallearningframewksparticularlystimulusresponselearningframewkstoalesserextentaremosthelpfulinindicatinghowtrainingpractitionerscanmakelea

3、rningmeeffective.Thelessonsapplytoahealthcareenvironmentaswellaswiderganizationarenas.TheimptanceofexperientiallearningisbneoutbyBurnardwhodefinedexperientiallearningaspersonallearningthatislearningthatmakesadifferenceto

4、ourselfconcept.Heargueswecannotlearninterpersonalskillsbyrotenmerelybymechanicallylearningaseriesofbehaviours.Weneedtospendtimereflectingonourselvesonreceivingfeedbackonourperfmancefromotherpeople.Kolbetal.viewexperienti

5、allearningasacircularperpetualprocesswhosekeystagesare:experienceanalysisofthekeylearningpointsarisingfromittheconsequentplanningtryingoutofnewchangedbehaviour.Kolbetal.[2]claimthatmostpeopledeveloplearningstylesthatemph

6、asizesomelearningabilitiesoverothers.HoneyMumfd[7]haverefinedthesecategiesusedtheminingthetypeoftrainee(identifiedbylearningstyle)mostlikelytobenefitfromacertainprogramme.Theyidentifiedfourstylesactivistreflecttheistprag

7、matist.personalthecommonnatureofgroupexperiences.Roleplaysinvolvethesettingupofanimaginedpossiblesituationlearningfromthedrama.Mespecificallythecycleindicatesthatafteraroleplayaperiodofreflectionisnecessaryfollowedbyfeed

8、backfromotherparticipantsinderthatnewlearningcanbeabsbedfromthedrama.TakingstimulusresponsetheyabasicideaisthatofrewardstoshapebehaviourthemainexponentofwhichisSkinner.Thetheyisthatreceivingarewardsuchasbeingtoldthatthey

9、haveansweredcrectlydonewellgivespositivereinfcementtotheparticipants’responsesomotivatesthemtoextendtheirlearning.AparticularlyrelevantdevelopmentofreinfcementtheyisthewkofSeligman.Fromhisexperimentsheconcludesthatjustas

10、subjectscanlearntoperfmcertainbehaviourfsomekindofrewardtheycanalsolearnthatcertainsituationsare“uncontrollable”i.e.thatnobehaviourtheycandisplaywillproduceanyresult.Heclaimsthatjustasganismscanlearnbypositivereinfcement

11、whentheyareexposedtouncontrollableeventstheycanlearnthatrespondingisfutile.Thislearningunderminesmotivationtorespondpersistsevenwheneventsactuallybecomecontrollable.Buildingonthephilosophyofexperientiallearningisdetailed

12、literaturefocusingontheroleofthetrainer.Thisistobeaddressedintwoways:thetrainers’roleintheganizationspecificallyinthetrainingsessionitself.Rodgeretal.demonstratedthattrainingofficershavenosinglerolesetofroles.Pettigrewet

13、al.identifiedfivetypesperspectivesoftrainingofficerrolesassociatedbehaviourstressingthattheyarebroaddeionsthatnojudgementalassumptionsshouldbemadethatoneroletypeisbetterwsethananother.Therelevanttypesinrespectoftheresear

14、charethatoftheproviderthatofthechangeagent.Theproviderhasagenerallyacceptedalthoughlimitedroleinofferingtrainingexpertisegearedtowardsthemaintenancedevelopmentoftheganizationalperfmancebutnotwithganizationalchange.Heshew

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