外文翻译--学习与培训：开发有胜任力的学习者(编辑修改稿)

外文翻译--学习与培训：开发有胜任力的学习者(编辑修改稿)内容摘要：

ection, it is apparent that effectiveness in learning can be taught by:developing task specific knowledge as a support for further learning, enhancing awareness of, and skill in, employing learning approaches appropriate to particular learning tasks, and seeking to match course requirements and personal goals. Although there is a risk one may restrict learning capability by developing specialised strategies applicable to a limited range of problems (Dansereau, 1985). To avoid this one needs to consider how individuals learn and examine their learning style. Learning style in improving learning One approach to achieving effective learning, and one that is widely used in training and development, is an awareness and application of knowledge about an individual’s learning style. The learning style(s) of individuals in a training and management education environment should be an important consideration for trainers (Buch and Bartley, 2020), not only in the development and design of any programme, but also in the subsequent delivery of that programme (see Jackson’s 1995 study for example). An awareness of the learning preferences, or learning style, of trainees may facilitate the development of an appropriate framework within which training should be carried out to optimise effectiveness. It is unclear however whether once having identified an individual’s learning style, it is then more effective to match the training style used to that particular learning style, or to aim for a deliberate mismatch between training style and learning style (Hayes and Allinson, 1996). By selecting an approach to training that it is known will not be readily accessible and amenable to an individual’s preferred learning style, it could be argued that the learner will be forced to increase their learning versatility through the required use of unfamiliar learning approaches. Although there is a danger that in such a situation, where there is lack of congruency between the preferred learning style(s) of individuals and the approach adopted by the trainer, the trainee may choose to mentally optout of the programme, while still physically attending. This possibility must be countered with the recognition that to continually direct training activities to a single learning style, may promote the adoption of a narrow learning focus within a particular individual (Robotham, 1995). At a more fundamental level, it is questionable however whether the style approach to learning, . slotting people into preordained categories, is actually appropriate. Whilst this learning stereotyping will subsequently allow a degree of tailoring of programmes to meet the needs of small groups within a large group, there is an inherent danger in encouraging individuals to adopt a particular learning style, in the belief that it constitutes a “good” style. Individuals may bee intellectually shortsighted and tend to avoid, either consciously or subconsciously, learning。