外文翻譯--學(xué)習(xí)與培訓(xùn)：開發(fā)有勝任力的學(xué)習(xí)者-全文預(yù)覽
【正文】 ture, concluded that: A central priority of management development is the improvement of organisational petitiveness, 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 there 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 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, 2020). It is also due in part to the historical 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 the view put forward by Garavan (1997, p. 47) who argues that: Increasing an individual’s 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 education, seem best to facilitate this process. From this viewpoint improvement in learning bees of primary importance. A view that is supported by Berge et al. (2020) 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. 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 oute 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 HarriAugstein and Thomas (1991, p. 48) point out: Thinking about learning as results or products is very different from 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 assume that improving the relative efficiency and effectiveness of learning subprocesses would improve the oute of training, but this does not necessarily follow. For example, an individual could bee highly proficient at notetaking and yet not necessarily achieve greate
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