【正文】 e x t Y e a r 39。由于講解可能會(huì)很枯燥乏味，所有這次活動(dòng)的目的就是要使它比平時(shí)生動(dòng)些。” (羅斯維爾 , Sanders Soper, 1999, 第 43頁(yè) )。 What Is a Competency? A petency: ? Is any characteristic that underlies successful performance ? Is any characteristic necessary to carry out work activities 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. (2023). The petency toolkit. 2 vols. Amherst, MA: Human Resource Development Press. 什么是能力？ 能力 ? 是成功績(jī)效的基礎(chǔ)特質(zhì) ? 是執(zhí)行工作并取得成果的必備特質(zhì) ? 含義比知識(shí)、技能和態(tài)度更廣 ? 可能包括品質(zhì)特性、知識(shí)結(jié)構(gòu)甚至動(dòng)機(jī)層次 ? 能力的定義 資料來(lái)源： Dubois, D., Rothwell, W. (2023). The petency toolkit. 2 vols. Amherst, MA: Human Resource Development Press. Why Are Competencies Important? ? Work activities change, but petencies are enduring ? Work activities focus on what people do, not on what results they achieve ? Knowledge, skill and attitude do not enpass everything required to achieve results and tend to minimize the importance of attitudes, feelings, beliefs, values, and motivation 為什么能力如此重要？ ? 工作活動(dòng)是變化的，但能力卻是持久的 ? 工作活動(dòng)集中關(guān)注應(yīng)該做什么，而不是關(guān)注應(yīng)該取得什么 ? 知識(shí)、技能和態(tài)度沒有包括達(dá)到目標(biāo)所需的一切，而且往往把態(tài)度、情緒、信仰、價(jià)值觀和動(dòng)機(jī)的重要性降到最低 6 Categories of WLP Competencies ? Analytical: Creation of new understandings through the synthesis of data (19 total) ? Business: Understanding of anizations as systems, processes, and operational units (11 total) ? Interpersonal: Understanding the methods that produce effective interactions of people and groups (5 total) 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. WLP的六類能力 ? 分析能力：通過對(duì)資料的綜合處理，產(chǎn)生新的見解（共 19種） ? 經(jīng)營(yíng)能力：將組織視為系統(tǒng)、流程和運(yùn)作單元（共 11種） ? 人際關(guān)系的能力：理解使個(gè)人和群體之間產(chǎn)生有效互動(dòng)的方法（共 5種） 資料來(lái)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. 6 Categories of WLP Competencies ? Leadership: Influencing, enabling, or inspiring others to act (7 total) ? Technical: Understanding existing knowledge or processes (6 total) ? Technological: Understanding current or emerging technologies (4 Total) 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. WLP的六類能力 ? 領(lǐng)導(dǎo)能力：影響、促動(dòng)或激勵(lì)他人采取行動(dòng)（共 7種） ? 技術(shù)能力：了解現(xiàn)存的知識(shí)或流程（共 6種） ? 科技能力：了解現(xiàn)有和新出現(xiàn)的科技（共 4種） 資料來(lái)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. Analytical Competencies ? Analytical Thinking ? Analyzing Performance Data ? Competency Identification ? Intervention Selection ? Model Building ? Performance Gap Analysis ? Performance Theory 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. 分析能力 ? 分析思考法 ? 分析績(jī)效資料 ? 識(shí)別能力 ? 干預(yù)措施選擇 ? 構(gòu)建模型 ? 績(jī)效差距分析 ? 績(jī)效理論 資料來(lái)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. Business Competencies ? Ability to See the ―Big Picture‖ ? Business Knowledge ? Cost/Benefit Analysis ? Identification of Critical Business 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(yíng)能力 ? 領(lǐng)會(huì)“整體情況”的能力 ? 業(yè)務(wù)知識(shí) ? 成本 /收益分析 ? 識(shí)別重大的經(jīng)營(yíng)問題 ? 行業(yè)意識(shí) ? 項(xiàng)目管理 資料來(lái)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(lái)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(shí) ? 樹立道德榜樣 ? 目標(biāo)實(shí)施 ? 群體動(dòng)力 ? 領(lǐng)導(dǎo)藝術(shù) ? 制定遠(yuǎn)景目標(biāo) 資料來(lái)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(jìn) ? 反饋 ? 監(jiān)控干預(yù)措施 ? 提問 ? 調(diào)查的設(shè)計(jì)與改進(jìn) 資料來(lái)源： Rothwell, W., Sanders, E., Soper, J. (1999). ASTD models for workplace l