1、中文 2710 字 本科毕业论文（设计） 外 文 翻 译 外文出处 Journal of European Industrial Training. Volume. 27.2003(09) .P473 480 外文作者 David Robotham 原文 ： Learning and training: developing the competent learner Improving learning during training The improvement of learning in the context of training is an objective which of
2、ten appears to be of secondary importance. Indeed one 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 management development liter
3、ature, concluded that: A central priority of management development is the improvement of organisational competitiveness, productivity, and ultimately efficiency. These definitions often neglect that an integral part of the development process is learning. Even when reference is made to learning the
4、re is hardly any indication that there is flexibility and that individual differences in learning styles are taken into account (Antonacopoulou, 1999, p. 16). This lack of focus on the importance of learning may be due in part to the attitudes of employees, who regard training as simply a means for
5、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 learning after training has taken place (Antonacopoulou, 2001). It is also due in part to the histor
6、ical distinction that is made between education, training, development and learning. They are typically presented as being separate activities. This distinction is in some ways artificial and not one that sits well with contemporary thinking about learning. It is perhaps more appropriate to adopt th
7、e view put forward by Garavan (1997, p. 47) who argues that: Increasing an individuals capacity to learn 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 educat
8、ion, seem best to facilitate this process. 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 the person doing the learning whereas in training the focus is on the trainer.
9、 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 whether improvement in learning refers to improving constituent process elements of the overall learning process, such as study skills, or an improvement in the o
10、utcome of learning. This is an important distinction as attaining effectiveness in learning requires a consideration of both the learning process and the product of learning. For as Harri-Augstein and Thomas (1991, p. 48) point out: Thinking about learning as results or products is very different fr
11、om considering learning as a 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 what have you learned. It would seem logical to ass
12、ume that improving the relative efficiency and effectiveness of learning sub-processes would improve the outcome of training, but this does not necessarily follow. For example, an individual could become highly proficient at note-taking and yet not necessarily achieve greater understanding of the to
13、pic on which they were taking notes. While they may be more adept at the mechanical process of note-taking, this does not mean they are able to decide what to take notes on (Cloete and Shochet, 1986). This is because effective learning requires the integration by the learner of a range of learning p
14、rocess elements, rather than enhanced ability at any single element of learning (Nisbet and Shucksmith, 1986). This has not prevented the development of a range of study skills courses as an attempt to improve the effectiveness of learning. However, the effectiveness of such courses is at best quest
15、ionable. In a review of study skill programmes, Weinstein and Underwood (1985) concluded: There is no consistent definition as to exactly what study skills are； most of the so-called good study skills practices have not been empirically validated； no diagnostic instrument of study skill requirements
16、 has been validated； and most of the instruments used to assess study skills can be readily faked by 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 adopt too n
17、arrow a focus as a means for improving learning. Improving learning requires the adoption of a broader focus that considers learning how to learn. In an educational context, improvement in learning is a process the system assumes is occurring naturally as individuals progress through the formal educ
18、ation system. In a training and development context, it is likely that individuals 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. Essentia
19、l to this process of learning to learn is the development of metacognition, where individuals are able to metaphorically stand back and observe their learning. Only by developing in individuals an awareness of how they learn, can learning be improved. This view is supported by learning theorists who
20、 suggest that learners should be able to reflect on their learning (Kolb, 1976； Honey and Mumford, 1992). Bringing together the issues presented the issues discussed in this section, it is apparent that effectiveness in learning can be taught by:developing task specific knowledge as a support for fu
21、rther learning, enhancing awareness of, and skill in, employing learning approaches appropriate to particular learning tasks, and seeking to match course requirements and personal goals. Although there is a risk one may restrict learning capability by developing specialised strategies applicable to a limited
