1、,Programme Design 課程設(shè)計,天馬行空官方博客： ；QQ:1318241189；QQ群：175569632,Identify needs 確認(rèn)需求,Design the programme 設(shè)計課程,Set objectives 設(shè)立目標(biāo),Select methods of measurement 選定評估方法,Measure the change in performance 評估行為 / 表現(xiàn)上的改變,Run the programme 執(zhí)行課程,The Training Cycle 訓(xùn)練循環(huán)圖,Design Components 設(shè)計原素,What we have for

2、 them to learn 我們有什麼 要給他們學(xué)的?,Who they are and what they know now 他們是誰? 他們已經(jīng)知道了什麼?,How they learn 他們?nèi)绾?學(xué)習(xí),Adult Learning 成人學(xué)習(xí),How Do You Stop Yourself From Learning? 你如何讓你自己停止學(xué)習(xí),In order to help other people learn and change, you need to discover how you learn & change and understand the ways in whic

3、h you stop yourself from learning. 為了要幫助他人學(xué)習(xí)及改變, 你必需去了解你自己是如何學(xué)習(xí), 如何改變,和到底是什麼東西使你自己停止學(xué)習(xí)的. Reflect on a recent formal learning activity (training, programme, lecture, book etc.) that you experienced that was a failure for you. At the time what comments did you make to yourself 把它反映在最近一次較正式而你覺得是失敗的學(xué)習(xí)活動

4、中(例如 訓(xùn)練,節(jié)目,課程,圖書.等) 當(dāng)時你為自己作了什麼解釋?,How Do You Stop Yourself From Learning? 你如何讓你自己停止學(xué)習(xí) (續(xù)),* About the presenter 是關(guān)於上課的那個人? ?About the material (Content) 是關(guān)於教材 (內(nèi)容) * About structure & presentation? (Process) 是關(guān)於上課的架構(gòu)或方式? (過程) * Other factors - timing 時間 其他要素 - environmental 環(huán)境上的 - relevance to work

5、跟工作的關(guān)連度 Notes 注解 Think about this, you might become aware of a particular pattern in how you stop yourself learning. 想想看, 你或許可以發(fā)現(xiàn)某種模式是妨礙你自我學(xué)習(xí)的.,Identify the need 確定需求,Provide an appropriate learning experience 提供適合的 學(xué)習(xí)經(jīng)驗,Apply learning to work situation 將學(xué)習(xí)運(yùn)用在 工作環(huán)境上,+,+,Efficient training 有效率的訓(xùn)練,Par

6、ticipants who are willing & able to learn & change 參與者愿意及 可以去學(xué)習(xí) 和改變,+,+,+,Identify the need the need 確定需求,Provide an appropriate learning experience 提供適合的 學(xué)習(xí)經(jīng)驗,Apply learning to work situation 將學(xué)習(xí)運(yùn)用在 工作環(huán)境上,+,+,Efficient training 有效率的訓(xùn)練,Effective learning & development 有效率的學(xué)習(xí)及成長,Identify the need 確定需

7、求,Provide an appropriate learning experience 提供適合的 學(xué)習(xí)經(jīng)驗,Apply learning to work situation 將學(xué)習(xí)運(yùn)用在 工作環(huán)境上,Every Single Person In The Room Is Going To Be Tuned Into Radio Station每個在這個房間的人都即將要被電臺調(diào)整好頻率,WII-FM,What抯 In It For Me? 里面有什麼是給我的?,Approach To Adult Learning 成人學(xué)習(xí)的方法,Start with needs 從需求開始 Make it r

8、eal 使其真實 Base it on experience 拿經(jīng)驗作基本 Make it as self-directing as you can 盡可能使其自我導(dǎo)向的 Malcolm Knowles,Start With Their Needs 從他們的需求開始,Adults are motivated to learn as they develop needs and interests that learning will satisfy 如果藉由學(xué)習(xí)可以滿足成人們所發(fā)展出來的需求和興趣, 他們便會有動機(jī). Adults needs and interests are the app

9、ropriate starting point 成人的需求及興趣是適合的始點.,Make It Real 使其真實,Adult orientation to learning is work or life centered 成人對學(xué)習(xí)的原點是以工作或生活為主. The appropriate frameworks for organising training are life and/or work related situations not academic or related subjects 訓(xùn)練適合的架構(gòu)是建筑在跟生活或工相關(guān)的情境上, 而非一些純學(xué)術(shù)性或其他相關(guān)的東西.,Ba

10、se On Experience 經(jīng)驗為本,Experience is the richest source for adult learning. 經(jīng)驗是成人學(xué)習(xí)中最富足的一個來源. Therefore, the approach to training involves participation in a planned series of experiences, the analysis of those experiences and their application to work and life situations 因此,訓(xùn)練的方向應(yīng)該要包含參與一連串有計劃性的 經(jīng)驗,解

11、晰這些經(jīng)驗,及他們?nèi)绾慰梢员贿\(yùn)用在工作及生活的情境上.,Make it Self Directed 使其自我導(dǎo)向,Adults have a deep need to be self directing. 成人對自我導(dǎo)向有很深的需求 Therefore the role of the trainer is to engage as much as possible in a process of enquiry with the participants, rather than just to transmit knowledge 因此，訓(xùn)練的角色是如何在尋求新知的過程上與參與者作最大的結(jié)合

12、，而非一味地傳輸知識,Adults Don抰 Want Or Need 成人不想要或不需要的,Sitting & listening (one way communication) 坐著、聽(單向溝通) Note taking, homework and a lot of reading 記筆記，家庭作業(yè)和一大堆該讀的資料 High formality or being talked down to 高制度化，或是上對下的方式 Isolation from peers (they want interaction) 跟同儕分離(他們想要有互動),Adults Don抰 Want Or Need

13、(Cont抎) 成人不想要或不需要的(續(xù)),Test, grades 考試，成績 Overload of theory 過多的理論 A classroom experience (they want a learning experience) 教室的經(jīng)驗 (他們要學(xué)習(xí)經(jīng)驗) Evening sessions (unless there is a trade off for recreation time in afternoon) 夜晚上課 (除非他們下午可以有些休閑活動),B Briefing (簡介) RResources (資源) IInstructions (指引) AApplica

14、tion (運(yùn)用) NNotes (作筆記),AActivity (活動) LLearning (學(xué)習(xí)) IInvolvement (參與) C Consultation (諮詢) EEvaluation (評估),Learning To Learn 學(xué)習(xí)上的學(xué)習(xí),Knowing the stages of the learning process and the blockages to learning 了解學(xué)習(xí)過程中的不同階段 和阻礙學(xué)習(xí)的障礙,Making best use of existing learning preferences 將目前喜歡的學(xué)習(xí)方法 運(yùn)用的極致,Unders

15、tand your own preferred approach to learning 了解你自己喜歡的學(xué)習(xí)方法,Carry your understanding of learning from off-the-job to on-the-job opportunities 將你對學(xué)習(xí)的了解運(yùn)用在 從非工作到工作上的機(jī)會,Crucial Learning Skills 重要學(xué)習(xí)的技巧,Listening 聽 Taking risks 冒風(fēng)險 Sharing 分享 Accepting help 接受幫忙 Asking questions 發(fā)問問題 Monitoring achievement

16、 觀察成果 And our job is to provide the environment where these can happen safely 而我們的工作就是去提供一個可以讓這些安全發(fā)生的環(huán)境。,Traditional Versus Experiential Learning 傳統(tǒng)v.s.經(jīng)驗上的學(xué)習(xí),Focus 焦點 Emphasis 強(qiáng)調(diào) Nature of learner involvement 參與學(xué)習(xí)者的天性 Role of participant 參與者的角色,The individual 個人 Content 內(nèi)容 Intellectual 聰明的 Listenin

17、g, memorizing, passive 聽、記、消極的,The group and the individual 團(tuán)體及個人 Content & process 內(nèi)容及過程 Intellectual & self-knowledge 聰明的/自我知識的 Involvement, participation, interaction 涉入、參與、互動,Element 元素,Traditional 傳統(tǒng),Experiential 經(jīng)驗型,Traditional Versus Experiential Learning 傳統(tǒng)v.s.經(jīng)驗上的學(xué)習(xí),Relationships 關(guān)系 Respons

18、ibility of faculty 部門的責(zé)任 Climate for learning 學(xué)習(xí)的氣氛,Adult to Child 成人對小孩 Provide one-way communication devices (lectures etc.) 提供單向溝通的方式 (如上課) Formal, inhibiting, status-emphasizing 正式、階級的強(qiáng)調(diào),Adult to Adult 成人對成人 Create conditions for experiences from which learning will result 創(chuàng)造可以從學(xué)習(xí)上獲得經(jīng)驗的條件 Relaxe

19、d, encouraging, status-reducing 輕松具鼓勵性無階級上的強(qiáng)調(diào),Element 元素,Traditional 傳統(tǒng),Experiential 經(jīng)驗型,Traditional Versus Experiential Learning 傳統(tǒng)v.s.經(jīng)驗上的學(xué)習(xí),Responsibility for learning outcome 對學(xué)習(xí)成果的責(zé)任 Whose needs are satisfied most 誰的需求最被滿足到？ Possibility of transfer of learning to job 將學(xué)習(xí)運(yùn)用在工作上的可能性,Instructor /

20、presenter 教授/主講人 Presenter 主講人 Typically low or uncertain 通常是很低或是不確定,Participants are responsible for their own learning and behaviour 參與者對其自身的學(xué)習(xí)和行為要負(fù)責(zé) Participant 參與者 Moderate to high degree for most participants 中度到高度，對多數(shù)參與人而言,Element 元素,Traditional 傳統(tǒng),Experiential 經(jīng)驗型,Putting Participation Into Y

21、our Training 將參與放入你的訓(xùn)練中,Lecture 上課 Lecture / Discussion 上課/討論 Modified Lecture 修改上課 Forum?會議 Debate 辯論 Group Discussion 小組討論 Buzz Groups 噪音的小組 Brain Storming 動腦 Case Study 個案學(xué)習(xí) Role Play 角色扮演,Demonstration 示范 Demonstration with Practice 示范加練習(xí) Independent Study 獨立學(xué)習(xí) Films / Tape / Videos 影片/帶子/錄影帶 Tu

22、torials 輔導(dǎo) Self Discovery 自我發(fā)現(xiàn) Exhibit 展覽 Field Trip 戶外郊游 Simulation / Games 模擬/游戲,Existing competence level 既有的能力程度,Adult Learning: The Lightning Bolt 成人學(xué)習(xí) 發(fā)亮的燈泡,Informal & personal atmosphere 非正式及個人的氣氛,Learn new KSA 學(xué)新的KSA,Overcome my blocks to learning 克服我對學(xué)習(xí)的障礙,Higher competence level 更高層次的能力,Co

23、rporate vision 企業(yè)遠(yuǎn)景,Self directed evaluation 自我導(dǎo)向型的評估,Relevance to my work & needs 跟我工作及 需求相關(guān),Interactive process 互動的過程,Support & respect 支持與尊重,Influence & involvement in design 影響及涉及設(shè)計,Take responsibility for own learning 對自我學(xué)習(xí)負(fù)責(zé),Higher competence level 更高層次的能力,Adult Learning成人學(xué)習(xí): The Square發(fā)亮的燈泡,L

24、earn new KSA抯 學(xué)新的KSA,Informal & personal atmosphere 非正式及個人的氣氛,Overcome my blocks to learning 克服我對學(xué)習(xí)的障礙,Adult Learning 成人學(xué)習(xí),Existing competence level 既有的能力程度,Interactive process 互動的過程,Influence & involvement in design 影響及涉及設(shè)計,Take responsibility for own learning 對自我學(xué)習(xí)負(fù)責(zé),Support & respect 支持與尊重,Releva

25、nce to my work & needs 跟我工作及 需求相關(guān),Corporate vision 企業(yè)遠(yuǎn)景,Higher competence level 更高層次的能力,Self directed evaluation 自我導(dǎo)向型的評估,Punctuate Your Sessions懂得停頓(加標(biāo)點符號),Confessions Of A Trombone Welder 喇叭焊接工的告白,Invent a fantasy occupation and a name to go with it. Write it on the card and stick the card promine

26、ntly on your clothing. Treat the next break as a cocktail party, mill around, introduce yourself to others ask questions about their occupations and answer questions about yours. Have fun 發(fā)明一種夢幻職業(yè)，并為它取個名字。把它寫下來，貼在你衣服明顯的地方。把接下來的休息時間當(dāng)成是一個雞尾酒派對，四處看看，介紹自己給他人，向他人詢問有關(guān)他職業(yè)的事，并且回答別人問你的問題。 Trombone welder (音樂

27、喇叭焊接工) Elephant chiropodist (醫(yī)大象腳的醫(yī)師) Sharpener of knitting needles (研磨編針的人) Kauri watcher (看松-植物的人) Greeting card verse poet (寫賀卡上祝詞的詩人) etc.? (等等.),Get Feedback Half Way Through 中途取得回饋,Feed Back Wants 想要的反應(yīng),Write down what behaviours you want : 寫下你想要什麼樣的行為: a) The facilitator (引導(dǎo)人) b) Fellow parti

28、cipants in the group (其他小組中的成員) c) Yourself (你自己) to . Stop (停止)Start (開始)Continue (繼續(xù)) (a) (b) (c),Feed Back Faces 反應(yīng)的臉孔,Draw a face to represent how you feel about the programme at the moment 畫一個臉，能代表你現(xiàn)在對課程的感覺 e.g. (例如),happy 高興,frustrated 挫敗,so/so 馬馬虎虎,sleepy 想睡覺,bored 無聊,confused 困惑,etc. etc 等等,

29、 等等.,Learning Styles 學(xué)習(xí)的風(fēng)格,Kolb抯 Learning CycleKolb 的學(xué)習(xí)的風(fēng)格,Concrete Experience 具體的經(jīng)驗,Abstract Conceptualising 抽象的概念化,Active Experimentation 主動的嘗試,Reflective Observation 反映性的觀察,Concrete Experience 具體的經(jīng)驗,Abstract Conceptualising 抽象的概念化,Active Experimentation 主動的嘗試,Reflective Observation 反映性的觀察,Learnin

30、g Cycle II學(xué)習(xí)循環(huán)圖II,Coach Others 指導(dǎo)別人,Task Cycle 課題流程,Learning Cycle 學(xué)習(xí)流程,Taking Action 有動作,Seeing results 想結(jié)果,Thinking about results 看結(jié)果,Planning next time 下一次的計劃,Having an experience 擁有經(jīng)驗,Concluding 結(jié)論,Reviewing 檢視,Planning 計劃,Learning Styles 學(xué)習(xí)的風(fēng)格,Activist Having an experience 主動者 擁有經(jīng)驗,Reflector Re

31、viewing the experience 省思者 檢視經(jīng)驗,Theorist Concluding from the experience 理論者 從經(jīng)驗中作總結(jié),Pragmatist Planning the next steps 實用主義者 計畫下一步,Activists 主動者 Try anything once 任何事都試一次 Tend to revel in short term crises / fire fighting 好像對短暫的危機(jī)感到興趣/救火隊 Tend to thrive on the challenge of new experiences 好像會從新經(jīng)驗的挑戰(zhàn)

32、中成長更 Are relatively bored with implementation & longer term consolidation 對實際執(zhí)行及長期穩(wěn)固感到較無 Constantly involve themselves with other people 持續(xù)與他人保持關(guān)系,Reflectors 省思者,Theorists 理論者,Pragmatists 實用主義者,Reflectors 省思者 Like to stand back and review experiences from different perspectives喜歡站開點，從不同角度去檢視 Collect

33、 data & analyse it before coming to conclusions 在作結(jié)論之前，收集并分析資料。 Like to consider all angles 喜歡從全部方向去思考 Tend to be cautious 比較小心謹(jǐn)慎 Enjoy observing other people in action 喜歡觀看別人行動,Activists 主動者,Theorists 理論者,Pragmatists 實用主義者,Theorists 理論者 Keen on assumptions, principles, theories, models 對假設(shè)、方針、理論及模式

34、感興趣 Prize rationality and logic 推崇理性及邏輯 Tend to be detached and analytical 比較會分離作業(yè)和分析 Unhappy with subjective or ambiguous experiences 對主觀或模糊的經(jīng)驗感到不高興 Are tidy and fit tasks into rational schemes 很整齊，將工作課程放入理性化的架構(gòu)中,Reflectors 省思者,Activists 主動者,Pragmatists 實用主義者,Pragmatists 實用主義者 Search out new ideas

35、or techniques which might apply to their situation 尋求可能應(yīng)用在他們情境上的新方法或技巧 Take the first opportunity to experiment 愿意第一個去嘗試 Respond to problems & opportunities as challenges 將問題及機(jī)會視為挑戰(zhàn) Are keen to use relevant ideas from T&D programmes 對從訓(xùn)練課程中獲得的相關(guān)意見有很大興趣仁褂 Like to get on with things with clear purpose

36、 喜歡繼續(xù)進(jìn)行那些有清楚目標(biāo)的事情,Reflectors 省思者,Theorists 理論者,Activists 主動者,Think How These Different Groups Might React to Computer 101設(shè)想一下這幾種不同的人會對電腦101如何反應(yīng)?,Welcome To Computer Skills Training 101,Activists Wow! A colour screen! Look at all the keys . this is fun! OK, it on, what next? Will you be giving up ins

37、tructions as we go along? Can I use my name as my access code? Wow! Look at that! I did it right!,Reflectors Can I watch you demonstrate before I have to do it? Is there an instruction manual that I can review later? Who can I call if I have trouble remembering all that we cover today? Are we going

38、to be allowed to stop and ask questions as we go along?,Theorists How is a floppy disc different from a hard disc? Are you going to discuss which is better? What does the term modem mean? Will we be learning about that? Will we be able to ask questions if we don抰 understand something? How many lesso

39、ns are we going to have with you before we can expect to operate a computer on our own? Why are there two types of computers, IBM and Macintosh?,Pragmatists I wonder what will happen if I press this key . I hope I will be allowed to go at my own pace. What will happen if I accidentally turn off the

40、machine? Will we be able to practice before you start the next lesson? I probably become a computer whiz!,舧 歡迎來到電腦技巧訓(xùn)練課程101,主動者 嘩！一個彩色的螢?zāi)?看看這所有的鍵盤.多有趣?。?好了，開了，接下來呢？ 你會在我們進(jìn)行的時候給予方向嗎 我可以用我的名字作為進(jìn)入的代號嗎？ 嘩！看這個！我作對了！,省思者 在我開始之前，可以先看看你示范嗎？ 有使用者說明，我可以等一下看嗎？ 如果我記不得所有今天上過的內(nèi)容，我要 找誰？ 在進(jìn)行的同時，我們可以停下來問問題 嗎？,理論者 這磁

41、碟片跟硬體有啥不同？ 你會討論那一個比較好嗎？ 數(shù)據(jù)機(jī)代表什麼？我們會學(xué)到嗎？ 如果對一些事情不了解，我們可以發(fā)問嗎？ 我們要跟你學(xué)過幾節(jié)課之後，我門才可以自己操作一燙縋鑰 為什麼會有2種電腦，個人電腦及麥金塔？,實用主義者 如果按下這個按鍵不知會發(fā)生什麼事？ 我希望可以按照我自己的速度去進(jìn)行 如果我不小心關(guān)掉機(jī)器，會發(fā)生什麼事？ 我們在你下堂課開始之前，會有機(jī)會練習(xí)嗎？ 我可能會變成一個電腦專家！ 產(chǎn),Activists主動者,Wow! A colour screen! 嘩！一個彩色的螢?zāi)?Look at all the keys . this is fun! 看看這所有的鍵盤.多有趣啊 O

42、K, it on, what next? 好了，開了，接下來呢？ Will you be giving up instructions as we go along? 你會在我們進(jìn)行的時候給予方向嗎 Can I use my name as my access code? 我可以用我的名字作為進(jìn)入的代號嗎？ Wow! Look at that! I did it right! 嘩！看這個！我作對了！,Reflectors 省思者,Can I watch you demonstrate before I have to do it? 在我開始之前，可以先看看你示范嗎？ Is there an i

43、nstruction manual that I can review later? 有使用者說明，我可以等一下看嗎？ Who can I call if I have trouble remembering all that we cover today? 如果我記不得所有今天上過的內(nèi)容，我要找誰？ Are we going to be allowed to stop and ask questions as we go along? 在進(jìn)行的同時，我們可以停下來問問題嗎？,Theorists 理論者,How is a floppy disc different from a hard di

44、sc? 這磁碟片跟硬體有啥不同？ Are you going to discuss which is better? 你會討論那一個比較好嗎？ What does the term modem mean? Will we be learning about that? 數(shù)據(jù)機(jī)代表什麼？我們會學(xué)到嗎？ Will we be able to ask questions if we don抰 understand something? 如果對一些事情不了解，我們可以發(fā)問嗎？ How many lessons are we going to have with you before we can ex

45、pect to operate a computer on our own? 我們要跟你學(xué)過幾節(jié)課之後，我門才可以自己操作一臺電腦？ Why are there two types of computers, PC and Macintosh? 為什麼會有2種電腦，個人電腦及麥金塔？,Pragmatists 實用主義者,I wonder what will happen if I press this key 如果按下這個按鍵不知會發(fā)生什麼事？ I hope I will be allowed to go at my own pace. 我希望可以按照我自己的速度去進(jìn)行 What will h

46、appen if I accidentally turn off the machine? 如果我不小心關(guān)掉機(jī)器，會發(fā)生什麼事？ Will we be able to practice before you start the next lesson? 我們在你下堂課開始之前，會有機(jī)會練習(xí)嗎？ I probably become a computer whiz! 我可能會變成一個電腦專家！,Learning Styles 學(xué)習(xí)的風(fēng)格,Activist Having an experience 主動者 擁有經(jīng)驗,Reflector Reviewing the experience 省思者 檢視經(jīng)

47、驗,Theorist Concluding from the experience 理論者 從經(jīng)驗中作總結(jié),Pragmatist Planning the next steps 實用主義者 計畫下一步,What Is the Predominant Style in O&M? 在奧美最盛行(主要)的是那種風(fēng)格？,Activists: Summary 主動者摘要,Try anything once 任何事都試一次 Tend to revel in short term crises / fire fighting 好像對短暫的危機(jī)感到興趣/救火隊 Tend to thrive on the ch

48、allenge of new experiences 好像會從新經(jīng)驗的挑戰(zhàn)中成長更多 Are relatively bored with implementation & longer term consolidation 對實際執(zhí)行及長期穩(wěn)固感到較無聊 Constantly involve themselves with other people 持續(xù)與他人保持關(guān)系,Reflectors: Summary省思者摘要,Like to stand back and review experiences from different perspectives 喜歡站開點，從不同角度去檢視。 Col

49、lect data & analyse it before coming to conclusions 在作結(jié)論之前，收集并分析資料。 Like to consider all angles 喜歡從全部方向去思考 Tend to be cautious 比較小心謹(jǐn)慎 Enjoy observing other people in action 喜歡觀看別人行動,Theorists: Summary 理論者摘要,Keen on assumptions, principles, theories, models 對假設(shè)、方針、理論及模式感興趣 Prize rationality and logic

50、 推崇理性及邏輯 Tend to be detached and analytical 比較會分離作業(yè)和分析 Unhappy with subjective or ambiguous experiences 對主觀或模糊的經(jīng)驗感到不高興 Are tidy and fit tasks into rational schemes 很整齊，將工作課程放入理性的架構(gòu)中,Pragmatists: Summary 實用主義者摘要,Search out new ideas or techniques which might apply to their situation 尋求可能應(yīng)用在他們情境上的新方法或

51、技巧 Take the first opportunity to experiment 愿意第一個去嘗試 Respond to problems & opportunities as challenges 將問題及機(jī)會視為挑戰(zhàn) Are keen to use relevant ideas from T&D programmes 對從訓(xùn)練課程中獲得的相關(guān)意見有很大興趣去使用 Like to get on with things with clear purpose 喜歡繼續(xù)進(jìn)行那些有清楚目標(biāo)的事情,Learning Styles 學(xué)習(xí)風(fēng)格,Activists 主動者 Reflectors 反映者

52、,From relatively short ere and Now tasks Business games, competitive teamwork exercises 從比較短期，這里，馬上的 工作/生意游戲，具競爭性的團(tuán)隊練習(xí) From activities where they are able to stand back, listen and observe collecting information 從他們可以站在後面，聽取凸鄄斕幕疃?收集資料,From situations involving a passive role Listening to lecturers r

53、eading 從牽涉到一個比較消極角那榭鏨?聽授課者的講義 When they are rushed into things without the opportunity to plan 當(dāng)他們被逼得要趕快進(jìn)行薹蘋幌碌氖焙,Learn Best 學(xué)的最好,Learn Less Well 學(xué)的比較差,When they can review thing in terms of a system, a model, concept or theory 當(dāng)他們可以從一個系統(tǒng)、一個模式、概念或理論去檢視事情的時候 When there is a obvious link between the su

54、bject matter and a problem or opportunity on the job immediate techniques & processes 當(dāng)這個議題跟工作上的問題或機(jī)會有明顯相關(guān)性的時候立即的技記杉骯,From activities presented without this kind of background 當(dāng)這些活動缺乏這種背景?的時候 From learning events which seem distant from reality 當(dāng)學(xué)到的東西跟實際上是?有距離的時候,Learning Styles 學(xué)習(xí)風(fēng)格,Theorists理論者 Pr

55、agmatists 實用主義者,Learn Best 學(xué)的最好,Learn Less Well 學(xué)的比較差,Barriers To Learning,Barriers To Experiencing Activities routine, ritualistic predictable, uninvolving. Preference for distance & detachment - Don抰 get hands dirty,Barriers To Conceptualisation Emphasis on results short time scales, lack of revie

56、w and 搕hink tank?procedures. Thinking is for academics,Barriers To Reflection Poor communication. Inadequate feedback systems, fast pace, now orientated - Let us get on with it,Barriers To Experimenting Prescribed methods & procedures. Red tape. High cost of failure. Don抰 rock the boat.,Bennett & Ri

57、chardson,學(xué)習(xí)障礙,經(jīng)驗獲得的障礙 制式化的活動，儀式上的， 可預(yù)期的，不夠牽入的 喜歡距離和分開 不要把手弄臟！,概念化的障礙 強(qiáng)調(diào)結(jié)論，短期組織架構(gòu) 缺乏檢視和想一籮筐的程式 思考是學(xué)術(shù)用的！,反映的障礙 溝通不良，不夠完善的反映系統(tǒng)，快步調(diào)，以目前為主 讓我們繼續(xù)吧！,實驗的障礙 先就指定好的方法及程序 紅標(biāo)、失敗的成本高 不要搖船！,Bennett & Richardson,And All the Assembled Pragmatists Screamed 所有實用主義者都大叫了！,So what in all this theory stuff for me? 這些理論到底

58、跟我有啥關(guān)系？,Adult Learning 成人學(xué)習(xí),Adults learn better in a climate that is informal and personal. 成人們在非正式和個人化的氣氛中學(xué)的比較好 Adults filter their learning through their values systems. 成人們會用他們自身的價值觀來過濾他們的學(xué)習(xí) Adults are likely to have somewhat fixed points of view that make them closed to new ways of thinking and

59、behaving. 成人們通常會有一些固執(zhí)的意見或看法，導(dǎo)致他們拒絕新的思考方向和行為。,Use ice-breakers and games. Get participant linking to each other. 運(yùn)用破冰方式和游戲，讓所有參與嶄淥嘶嘟喲泄亓 Provide activities that focus on change in thinking, feeling and doing. 提供集中在改變思考，感覺和做法的活 動 Include interpersonal feedback exercises and opportunities to experiment. 包括人際互動的溝通反映訓(xùn)練和去嘗試的機(jī)會,Principles 方針,Design Implication