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1、Building Your Competence in Workplace Learning and Performance (WLP),By William J. Rothwell, Ph.D. Copyright 2001 by William J. Rothwell,威廉罗斯维尔博士 威廉罗斯维尔2001版权所有,建立职场学习与绩效(WLP) 的专家能力,Part I: Introduction,第一部分,简介,Purpose of the Session,Workplace Learning and Performance (WLP) is the latest generation
2、of the field once called Human Resource Development (HRD) and, before that, Training and Development (T & D). How can you understand the field, the roles carried out by WLP practitioners, the competencies that are associated with successful performance in WLP now and in the future, and build your co
3、mpetencies as the WLP field changes in response to trends unfolding now? How might you apply this knowledge to year-end performance evaluation, compensation programs, and planning for the following years HRD efforts? Use this two-day Workshop to build your competence as a WLP practitioner.,本期培训的目的,“
4、职场学习与绩效(WLP)” 是曾经被称为“人力资源开发（HRD）”，之前曾被称作“培训与发展（T&D）”的这一领域发展的最新阶段。您怎样理解这一领域？您怎样理解这一领域？怎样理解WLP从业者所扮演的角色？怎样了解现在及将来都与WLP优良绩效有关的能力？在WLP领域的时代，怎样根据当今的趋势来增强自己的能力？您怎样把这些知识运用到年终的绩效考核、薪酬计划中及来年的人力资源开发工作中？通过这两天的培训，将会培养您作为一名WLP从业者的能力。,What Will You Take Away from the Session?,Upon completion of this two-day Works
5、hop, you will be able to answer the following questions: What is Workplace Learning and Performance (WLP), and how does it compare to Training and Development, Human Resource Development, and Human Performance Improvement/Performance Consulting? What are the roles of the WLP practitioner, and why ar
6、e these important for you to know about?,您将从本期培训中 学到什么？,在结束这两天的培训后，您将能够回答下列问题： 什么是职场学习与绩效(WLP)？如何区分培训与发展（T&D）、人力资源开发(HRD)、员工绩效提升（HPI）与绩效咨询(HPC)等概念？ 职场学习与绩效（WLP）从业者的角色是什么？为什么了解它对您很重要？,What Will You Take Away from the Session?,What are competencies, and what competencies must the WLP practitioner demo
7、nstrate to be successful in todays dynamic work settings? What are outputs, and how does the WLP practitioner demonstrate these outputs to be successful? How can your organizations training department transition to become a WLP department, and why that might be worthy of consideration? What are your
8、 competencies in WLP, and how can you devise a professional development plan to build your competence as a WLP practitioner?,您将从本期培训中 学到什么？,什么是WLP能力？要在当今动态的工作环境中取得成功，WLP从业者必须具备什么样的能力？ WLP的产出是什么？WLP从业者如何阐明这些产出是成功有效的？ 怎样把您组织培训部门转变为一个职场学习与绩效（WLP）部门？为什么这种转变值得考虑？ 您在WLP方面的能力如何？为了增强自己作为WLP从业者的能力，您怎样来设计自己的职
9、业发展计划？,What You Will Be Able to Do,Upon completion of this two-day Workshop, you will be able to do the following: Explain how WLP is different from HRD, and why this difference is important Analyze human performance problems and identify root cause(s) Identify a range of possible interventions to c
10、lose performance gaps and thereby address the underlying cause(s) of human performance problems,您将能够做什么？,两天的课程结束之后，您将能够进行下列工作： 阐明WLP和人力资源开发（HRD）的区别，并说明这样区别的重要意义 分析员工绩效问题并识别其根源 确认为缩小这种绩效差距而可能采取的干预措施，由此探寻员工绩效问题潜在的深层次原因,What You Will Be Able to Do,Select one or more interventions that are most appropri
11、ate for closing performance gaps Implement interventions successfully, using proven methods of project management and change management Evaluate the financial and no financial results of an intervention Review ways to apply new-found knowledge about WLP to year-end employee performance evaluations,
12、compensation decisions, and planning for the following years HRD/WLP efforts.,您将能够做什么,选择最适合缩小绩效差距的一种以上干预措施 利用已经过验证的项目管理和变革管理方法，顺利实施干预措施 评价干预措施的财务和非财务成果 评价将新发现的WLP知识运用于年终的员工绩效评估、薪酬决策及来年HRD/WLP工作的方法,The Organization of the Workshop,培训的内容结构,Part II: What Is WLP, and Why Is It Important to You?,第二部分,什么是
13、职场学习与绩效（WLP）？ 为什么了解它对您很重要？,Overview of this Part,This part examines: The background: What precedes WLP? What is Workplace Learning and Performance (WLP)? Why is WLP important?,本部分概述,该部分考察了： 背景：职场学习与绩效（WLP）之前的阶段是什么？ 什么是职场学习与绩效(WLP)? 职场学习与绩效（WLP）的重要性何在？,What Precedes WLP?,There have been five generati
14、ons of the field originally called “training and development.” It is important to understand them because they provide a backdrop against which to understand WLP.,什么是WLP的来源？,最初被称为“培训与发展”的这一领域，共有五个发展阶段 了解这五个阶段很重要，因为这几个阶段为我们提供了了解WLP的背景,Generation 1: Training,This generation focused on one activitythat
15、 is, training Training changes individuals by equipping them with the knowledge, skills and attitudes they need to perform successfully Competency studies consolidate and codify a generation Two competency studies were key to this generation: Pinto & Walker (1978) and McLagan (1983),第一阶段：培训,这一阶段的中心是
16、一种活动即培训 通过为个人提供其顺利完成工作所需的知识、技能和态度，培训改变了个人 能力研究巩固并形成了这一阶段 对这一阶段而言，有两项能力研究是关键： Pinto和Walker的研究 (1978) McLagan的研究 (1983),Generation 2: Human Resource Development,Human Resource Development (HRD) is defined as the integrated use of training, organization development and career development HRD changes in
17、dividuals through activities both at present (through training) and in the future (through career development) as well as changes the work environment (OD) The competency study that codified and defined this generation was McLagan, P. (1989). Models for HRD practice. 4 vols. Alexandria, VA: The Amer
18、ican Society for Training and Development.,第二阶段： 人力资源开发,人力资源开发(HRD)被定义为：对培训、组织发展和职业生涯发展的整合运用 通过改变现在（借助培训）和未来（借助职业开发）的行为，HRD改变个人，也改变了工作环境(OD) 形成和确立这一阶段的能力研究者是McLagan, P. (1989)人力资源开发实务模型. 共四册， Alexandria, VA:美国培训与发展协会,Generation 3: Human Performance Improvement,Human Performance Improvement (HPI) is
19、the process of identifying the root cause(s) of human performance problems and finding solutions or interventions to address those causes HPI is interested in results, not activities HPI uses any or all means to achieve results The competency study defining this generation was Rothwell, W. (1996). A
20、STD models for human performance improvement. Alexandria, VA: The American Society for Training and Development.,第三阶段： 员工绩效提升,员工绩效提升 (HPI)是识别员工绩效问题之根源、并且找到消除这些原因之解决办法或干预措施的过程 HPI 关心的是效果，而不是活动 HPI利用任何或一切方式去取得效果 形成和确立这一阶段的能力研究者是威廉罗斯维尔 (1996).。ASTD 员工绩效提升模型. Alexandria, VA: 美国培训与发展协会.,Generation 4: Wor
21、kplace Learning and Performance,WLP is defined as “the integrated use of learning and other interventions for the purpose of improving human performance, and addressing individual and organizational needs. It uses a systematic process of analyzing and responding to individual, group, and organizatio
22、nal performance issues. It creates positive, progressive change within organizations by balancing humanistic and ethical considerations” (Rothwell, Sanders & Soper, 1999, p. 121).,第四阶段：职场学习与绩效,职场学习与绩效（WLP） 被定义为：“为了提升个人和组织绩效、满足个人和组织需求，而对学习和其它干预措施综合运用。WLP采用绩效分析和解决个人、群体和组织绩效问题的一整套系统流程，通过对员工、道德等问题的协调，在组
23、织内创造积极而进步的变革。” (罗斯维尔、Sanders和Soper合著，1999年版, 第121页),Why Is WLP Important?,WLP reinvents HRD in light of HPI WLP emphasizes learning as a tool for achieving improved work performance in organizational settings Unlike training, which is done to people, learning is something that is done by people The
24、competency study defining this generation was Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development.,职场学习与绩效为什么这样重要？,职场学习与绩效（WLP）借助员工绩效提升（HPI），赋予人力资源开发（HRD）了新的内涵 WLP强调：把学习作为在组织环境下提升工作绩效的一个工
25、具 与培训不同的是，培训是作用于人，而学习是通过人产生作用 形成和确立这一阶段的能力研究者是威廉罗斯维尔、 Sanders, E., & Soper, J. (1999).ASTD 职场学习与绩效模型. Alexandria, VA: 美国培训与发展协会,Generation 5: The Workplace Learner,WL focuses on individual change through learning, not through training Learning is a means to achieve an end of improved performance A f
26、ocus on learning implies a new role for the trainer, HRD professional, HPI practitioner, or WLP practitioner The competency study defining this generation is in the works,第五阶段：职场学习者,职场学习者（WL）关注的是：通过学习，而不是培训来改变个人 学习是实现绩效提升目的一种手段 对学习的关注则意味着，对培训者、人力资源开发专职人员、员工绩效提升从业者或职场学习者的全新角色定位 定义这一阶段的能力研究工作仍在进行,Acti
27、vity: What Are the Implications of These Generations?,Divide up into small groups of 3-5 people each Appoint a spokesperson for your group Spend about 15 minutes on this Activity For each generation of the field listed in the left column in the Activity found in your Participant Guide, list some act
28、ivities that you believe you should be doing if you are focusing on that generation There are no “right“ or “wrong“ answers in any absolute sense. However, some answers may be better than others. When your group is finished, your spokesperson should be prepared to list the activities that your group
29、 identified,活动：这些阶段的 联系是什么？,按照35人为一组的分法，进行分组 每组指定一个发言人 花15分钟的时间来讨论这一活动 针对学员手册 “活动”的左栏所列出的每一个阶段，请列出您对该阶段的工作将会采取的一些行动 虽然不存在绝对“正确”或绝对“错误”的答案，但是，确实有些答案可能比另一些更好 当小组讨论完以后，各组的发言人应该准备把本组确认的那些工作列出来,Activity Debrief,Could I have spokespersons for each group report on their groups answers?,活动汇报,请各组的发言人把您那个小组的成
30、果汇报一下。,Part III: What Are the Roles, Competencies, and Outputs of WLP Practitioners, and What Results Are Expected from Them?,第三部分,从事职场学习与绩效（WLP）工作的人扮演什么角色？应具备什么能力？有什么样的产出？期望从中获得什么结果？,Overview of this Part,This Part examines: What is a role? What roles are associated with WLP? What is a competency?
31、What competencies are related to WLP? What are outputs?,本部分概述,该部分考察了: 什么是角色？ 与职场学习与绩效（WLP）相关的角色有哪些？ 什么是能力？ 与职场学习与绩效（WLP）相关的能力有哪些？ 什么是产出？,Active Lecture Activity,I am about to begin a lecture on WLP. Since lectures can be boring, the goal of this Activity is to make the lecture more exciting than usu
32、al I would like 3 teams to form Team 1: Your role is to come up with examples from your own work experience that are related to the material of the lecture Team 2: Your role is to come up with a list of questions about the lecture Team 3: Your role is to come up with a list of points in which you di
33、sagree with what I am saying in the lecture I will give you about 3 minutes to form and organize your teams, and you must be prepared to enact your roles after the lecture,活跃课堂的活动,我将开始讲授职场学习与绩效（WLP）。由于讲解可能会很枯燥乏味，所有这次活动的目的就是要使它比平时生动些。 我想将大家分为三个组 小组1:任务是从自己的工作经历中找出与本课内容有关的例子 小组2:任务是列出与本课程有关的问题清单 小组3:任
34、务是列出您不同意我在课中所讲的内容的要点 我会给大家3分钟左右的时间来分组，而各组在我讲授之后必须准备去扮演各自的角色,What Is a Role?,A role is a part played. Roles may vary by organization size and type. Not all roles are played by all practitioners. Roles are versatile, permitting discussion across organizations.,什么是角色？,角色即扮演的人物 角色可能随着组织规模和形式的不同而不同 并不是所有
35、的角色都是由所有的专业人员来承担的 角色不是多面手，允许在组织中磋商,WLP Roles,Manager Analyst Intervention Selector Intervention Designer and Developer Intervention Implementor Change Leader Evaluator,职场学习与绩效（WLP） 角色,管理者 分析师 干预措施的选择者 干预措施设计与开发者 干预措施实施者 变革领导者 评估者,WLP Roles,“Plans, organizes, schedules, monitors, and leads the work o
36、f individuals and groups to attain desired results; facilitates the strategic plan; ensures that WLP is aligned with organizational needs and plans; and ensures accomplishment of the administrative requirements of the function” (Rothwell, Sanders & Soper, 1999, p. 43).,Manager,职场学习与绩效（WLP）的角色,“为取得希望
37、的结果而制定计划、组织人员、确定时间、控制并引导个人和群体的工作；推进战略规划；确保WLP与组织需求和计划是整合在一起的；确保职能部门行政要求的执行。” (罗斯维尔、Sanders和Soper，1999年版，第43页)。,管理者,WLP Roles,“Troubleshoots and isolates the causes of human performance gaps or identifies areas for improving human performance” (Rothwell, Sanders & Soper, 1999, p. 43).,Analyst,职场学习与绩效
38、（WLP）的角色,“分析并解决员工绩效差距存在的起因，或者是识别员工绩效提升的范围。” （罗斯维尔、Sanders和Soper，1999年版，第43页）,分析师,WLP Roles,“Chooses appropriate interventions to address root causes of human performance gaps” (Rothwell, Sanders & Soper, 1999, p. 43).,Intervention Selector,职场学习与绩效（WLP）的角色,选择恰当的干预措施,以消除员工绩效差距的根源。” (罗斯维尔, Sanders & So
39、per, 1999, 第43页)。,干预措施 的选择者,WLP Roles,“Creates learning and other interventions that help to address the specific root causes of human performance gaps” (Rothwell, Sanders & Soper, 1999, p. 43).,Intervention Designer and Developer,职场学习与绩效（WLP）的角色,“制定学习和其它干预措施，帮助解决的员工绩效差距的具体根源。” (罗斯维尔, Sanders & Sope
40、r, 1999年版, 第43页)。,干预措施设计 与开发者,WLP Roles,“Ensures the appropriate and effective implementation of desired interventions that address the specific root causes of human performance gaps” (Rothwell, Sanders & Soper, 1999, p. 43).,Intervention Implementer,职场学习与绩效（WLP）的角色,“确保合理的干预措施得以恰当而有效地实施，探寻员工绩效差距的具体根
41、源。” (罗斯维尔, Sanders & Soper, 1999年版,第43页)。,干预措施 实施者,WLP Roles,“Inspires the workforce to embrace the change, creates a direction for the change effort, helps the organizations workforce adapt to the change, and ensures that interventions are continuously monitored and guided in ways consistent with s
42、takeholders desired results” (Rothwell, Sanders & Soper, 1999, p. 43).,Change Leader,WLP 角色,“鼓舞员工支持变革、确定变革工作的方向、帮助组织员工适应变革、确保干预措施受到了连续的监控和引导，而且其监控和引导方式是与相关利益者所期望结果一致的” (Rothwell, Sanders & Soper, 1999年版, 第43页)。,变革领导者,WLP Roles,“Assesses the impact of interventions and provides participants and stake
43、holders with information about the effectiveness of the intervention implementation” (Rothwell, Sanders & Soper, 1999, p. 43).,Evaluator,WLP 角色,“评价干预措施的作用，为参与者及相关利益者提供有关于这些措施实施效果的信息” (Rothwell, Sanders & Soper, 1999年版，第43页)。,评估者,Relationship Between the HPI Process and WLP Roles,Source: Rothwell, W.
44、, Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 44.,HPI流程与 WLP角色之间的关系,资料来源： Rothwell, W., Sanders, E., & Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA:
45、The American Society for Training and Development, p. 44.,HPI 流程的步骤,WLP的角色,绩效分析,管理者,分析师,原因分析,干预措施选择,干预措施实施,变革管理,评估,干预措施选择者,干预措施设计开发者,干预措施实施者,变革领导者,评估者,图4.1：HPI流程模型与WLP角色的关系,Activity on WLP Roles,Divide up into small groups of 3-5 people each Appoint a spokesperson for your group Spend about 15 minut
46、es Identify the roles you play now Identify roles you think you should be playingand why you think you should be playing them When you finish, your spokesperson should be prepared to report the answers of your group,关于WLP角色的活动,按每35个人为一个小组，进行分组 各组指定一个发言人 花15分钟讨论这一行动 确认您现在扮演的角色 确认您认为应该扮演的角色说明为什么您认为应该扮
47、演这些角色 当小组活动完以后，各组的发言人应准备报告本组的成果,Activity Debrief,Could I have spokespersons for each group report on their groups answers?,活动汇报,请各组发言人报告本组的成果。,What Is a Competency?,A competency: Is any characteristic that underlies successful performance Is any characteristic necessary to carry out work activities
48、and achieve work results Is Broader than the notion of knowledge, skills or attitudes May include traits, bodies of knowledge, and even levels of motivation,Competency defined,Source: Dubois, D., & Rothwell, W. (2000). The competency toolkit. 2 vols. Amherst, MA: Human Resource Development Press.,什么
49、是能力？,能力 是成功绩效的基础特质 是执行工作并取得成果的必备特质 含义比知识、技能和态度更广 可能包括品质特性、知识结构甚至动机层次,能力的定义,资料来源：Dubois, D., & Rothwell, W. (2000). The competency toolkit. 2 vols. Amherst, MA: Human Resource Development Press.,Why Are Competencies Important?,Work activities change, but competencies are enduring Work activities focus on what people do, not on what results they achieve Knowledge, skill and attitude do not encompass everything required to achieve results and tend to minimize the importance of attitudes, feelings, beliefs, values, and motivation,为什么能力如此重要？,工作活动是变化的，但能力却是持久的 工作活动集中