学习理论与卫生行政部门的培训设计[文献翻译].docVIP

本科毕业论文（设计） 外 文 翻 译 外文出处 Health Manpower Management. Volume,21.1995（02). P13 - 19 外文作者 Graeme Currie 原文： Learning theory and the design of training in a health authority Theoretical considerations Most researchers of learning have made the focus of their research the observable behaviour of the individual. In terms of a generalized body of theory, experiential learning frameworks particularly, and stimulus response learning frameworks to a lesser extent, are most helpful in indicating how training practitioners can make learning more effective. The lessons apply to a health-care environment as well as wider organization arenas. The importance of experiential learning is borne out by Burnard who defined experiential learning as personal learning, that is learning that makes a difference to our self concept. He argues we cannot learn interpersonal skills by rote, nor merely by mechanically learning a series of behaviours. We need to spend time reflecting on ourselves and on receiving feedback on our performance from other people. Kolb et al. view experiential learning as a circular and perpetual process, whose key stages are: experience, analysis of the key learning points arising from it, and the consequent planning and trying out of new or changed behaviour. Kolb et al.[2] claim that most people develop learning styles that emphasize some learning abilities over others. Honey and Mumford[7] have refined these categories and used them in selecting the type of trainee (identified by learning style) most likely to benefit from a certain programme. They identified four styles; activist, reflector, theorist and pragmatist. These types are best illustrated by the following comments: I’ll try anything once(activist); I’d like time to think about this (reflector); how does this fit with that? (theorist);how can I apply this in practice? (pragmatist). This reinforced the view that, if management development is designed to provide ma