【正文】 Issues ? Industry Awareness ? Project Management Source: Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 經(jīng)營能力 ? 領(lǐng)會“整體情況”的能力 ? 業(yè)務(wù)知識 ? 成本 /收益分析 ? 識別重大的經(jīng)營問題 ? 行業(yè)意識 ? 項目管理 資料來源： Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Interpersonal Competencies ? Communication ? Communication Networks ? Consulting ? Coping Skills ? Interpersonal Relationship Building Source: Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 人際關(guān)系的能力 ? 溝通 ? 溝通網(wǎng)絡(luò) ? 咨詢 ? 人際關(guān)系處理技巧 ? 人際關(guān)系建立 資料來源： Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Leadership Competencies ? Buyin/Advocacy ? Diversity Awareness ? Ethics Modeling ? Goal Implementation ? Group Dynamics ? Leadership ? Visioning Source: Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 領(lǐng)導(dǎo)的能力 ? 說服 /倡導(dǎo) ? 多樣化意識 ? 樹立道德榜樣 ? 目標實施 ? 群體動力 ? 領(lǐng)導(dǎo)藝術(shù) ? 制定遠景目標 資料來源： Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Technical Competencies ? Adult Learning ? Facilitation ? Feedback ? Intervention Monitoring ? Questioning ? Survey Design and Development Source: Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 技巧的能力 ? 成人學(xué)習(xí) ? 促進 ? 反饋 ? 監(jiān)控干預(yù)措施 ? 提問 ? 調(diào)查的設(shè)計與改進 資料來源： Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Technological Competencies ? Computer–Mediated Communication ? Distance Education ? Electronic Performance Support Systems ? Technological Literacy Source: Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. 科技能力 ? 以電腦為媒介進行溝通 ? 遠程教育 ? 電子績效支持系統(tǒng) ? 科技素養(yǎng) 資料來源： Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace learning and performance. Alexandria, VA: The American Society for Training and Development, p. 52. Outputs Outputs: ? Are the results of work activities and/or petencies ? May vary by anizational setting or corporate culture ? May be categorized into two types—terminal outputs (final results) and enabling outputs (intermediate to achieving results) 產(chǎn)出 產(chǎn)出： ? 是工作活動和 /或工作能力的效果 ? 可能會隨著組織環(huán)境或企業(yè)文化的變化而變化 ? 可被概括為兩類 —終端產(chǎn)出（最終成果）和輔助產(chǎn)出（取得最終成果的中介） Active Lecture Debrief ? Let me give you about 5 minutes to get ready in your teams ? Are the members of Team 1 ready to e up with examples from their own work experience that are related to the material of the lecture? ? Are the members of Team 2 ready to give the list of questions about the lecture? ? Are the members of Team 3 ready to e up with their list of points in which they disagreed with what I said in the lecture? 活動匯報 ? 我給大家 5分鐘的準備時間 ? 要求第一小組結(jié)合自己的工作經(jīng)驗，找出與本堂課相關(guān)之案例的解決方案。” (羅斯維爾, Sanders Soper, 1999年版 ,第 43頁 )?！? (羅斯維爾 , Sanders Soper, 1999, 第 43頁 )。 and ensures acplishment of the administrative requirements of the function‖ (Rothwell, Sanders Soper, 1999, p. 43). ? Manager 職場學(xué)習(xí)與績效（ WLP） 的角色 ? “為取得希望的結(jié)果而制定計劃、組織人員、確定時間、控制并引導(dǎo)個人和群體的工作；推進戰(zhàn)略規(guī)劃；確保WLP與組織需求和計劃是整合在一起的；確保職能部門行政要求的執(zhí)行。由于講解可能會很枯燥乏味，所有這次活動的目的就是要使它比平時生動些。 WLP采用績效分析和解決個人、群體和組織績效問題的一整套系統(tǒng)流程，通過對員工、道德等問題的協(xié)調(diào)，在組織內(nèi)創(chuàng)造積極而進步的變革。s HRD/WLP efforts. 您將能夠做什么 ? 選擇最適合縮小績效差距的一種以上干預(yù)措施 ? 利用已經(jīng)過驗證的項目管理和變革管理方法，順利實施干預(yù)措施 ? 評價干預(yù)措施的財務(wù)和非財務(wù)成果 ? 評價將新發(fā)現(xiàn)的 WLP知識運用于年終的員工績效評估、薪酬決策及來年HRD/WLP工作的方法 The Organization of the Workshop P a r t 9 :C o n c l u s i o nP a r t 8 :H o w C a n Y o u A p p l y W h a t Y o u L e a r n e d t o E v a l u a t i n g E m p l o y e e P e r f o r m a n c e ,M a k i n g C o m p e n s a t i o n D e c i s i o n s , a n d P l a n n i n g f o r N e x t Y e a r 39。您怎樣理解這一領(lǐng)域？ 您怎樣理解這一領(lǐng)域？怎樣理解 WLP從業(yè)者所扮演的角色？怎樣了解現(xiàn)在及將來都與 WLP優(yōu)良績效有關(guān)的能力？在 WLP領(lǐng)域的時代，怎樣根據(jù)當今的趨勢來增強自己的能力？您怎樣把這些知識運用到年終的績效考核、薪酬計劃中及來年的人力資源開發(fā)工作中？通過這兩天的培訓(xùn)，將會培養(yǎng)您作為一名 WLP從業(yè)者的能力。Building Your Competence in Workplace Learning and Performance (WLP) By William J. Rothwell, . Copyright 2023 by William J. Rothwell 威廉 s HRD efforts? Use this twoday Workshop to build your petence as a WLP practitioner. 本期培訓(xùn)的目的 ? “職場學(xué)習(xí)與績效 (WLP)‖ 是曾經(jīng)被稱為“人力資源開發(fā)（ HRD） ”， 之前曾被稱作“培訓(xùn)與發(fā)展（ TD） ”的這一領(lǐng)域發(fā)展的最新階段。s training department transition to bee a WLP department, and why that might be worthy of consideration? ? What are your petencies in WLP, and how can you devise a professional development plan to build your petence as a WLP practitioner? 您將從本期培訓(xùn)中 學(xué)到什么？ ? 什么是 WLP能力？要在當今動態(tài)的工作環(huán)境中取得成功， WLP從業(yè)者必須具備什么樣的能力？ ? WLP的產(chǎn)出是什么？ WLP從業(yè)者如何闡明這些產(chǎn)出是成功有效的？ ? 怎樣把您組織培訓(xùn)部門轉(zhuǎn)變?yōu)橐粋€職場學(xué)習(xí)與績效（ WLP） 部門？為什么這種轉(zhuǎn)變值得考慮？ ? 您在 WLP方面的能力如何？為了增強自己作為 WLP從業(yè)者的能力，您怎樣來設(shè)計自己的職業(yè)發(fā)展計劃？ What You Will Be Able to Do Upon pletion of this twoday Workshop, you will be able to do the following: ? Explain how W