日化行业如何建立职场学习与绩效能力(ppt 332页).PPT

BuildingYourCompetenceinWorkplaceLearningandPerformance(WLP),ByWilliamJ.Rothwell,Ph.D.Copyright2001byWilliamJ.Rothwell,威廉罗斯维尔博士威廉罗斯维尔2001版权所有,建立职场学习与绩效(WLP)的专家能力,PartI:Introduction,第一部分,简介,PurposeoftheSession,WorkplaceLearningandPerformance(WLP)isthelatestgenerationofthefieldoncecalledHumanResourceDevelopment(HRD)and,beforethat,TrainingandDevelopment(Tfacilitatesthestrategicplan;ensuresthatWLPisalignedwithorganizationalneedsandplans;andensuresaccomplishmentoftheadministrativerequirementsofthefunction”(Rothwell,Sandersfacilitatesthestrategicplan;ensuresthatWLPisalignedwithorganizationalneedsandplans;andensuresaccomplishmentoftheadministrativerequirementsofthefunction”(Rothwell,Sanders&Soper,1999,p.43).,WhatdoestheManagerofWLPdo?,职场学习与绩效（WLP）的角色,“为取得希望的结果而制定计划、组织人员、确定时间、控制并引导个人和群体的工作；推进战略规划；确保WLP与组织需求和计划是整合在一起的；确保职能部门行政要求的执行。”(罗斯维尔、Sanders和Soper，1999年版，第43页),管理者,LargeGroupActivity,LetstakeaminutetolistonaflipchartwhatamanagerofWLPdoesthatothermanagersdonotdoLetsbrainstormaroundansweringthisquestion:WhatisuniqueaboutthejobofmanagerofWLP,whichmightbecalled(insomeorganizations)“TrainingDirector”?Nowletsbrainstormaroundansweringthisquestion:Whyshouldwecareaboutthis?,WhatdoestheManagerofWLPdo?,全班活动,让我们花一分钟，在翻转图上列出WLP管理者所做的事，而这些事是其他管理者不做的让我们采用“头脑风暴法”讨论下面这个问题：可能被称为“培训总监”（在某些组织中）的WLP管理者，其工作的独特之处是什么？现在让我们用头脑风暴法回答这一问题：为什么我们应该关心这个问题？,职场学习与绩效（WLP）管理者做什么？,WhatIsWLPStrategy?,WLPStrategy:Thewayanorganizationgoesaboutplanningfor,and/ororchestrating,thelearningofitsmembers,什么是职场学习与绩效（WLP）战略？,职场学习与绩效（WLP）战略：指组织规划及/或协调其成员之学习行为的方式。,WhyIsWLPStrategyImportant?,WLPStrategyisimportantto:Linkplannedlearningactivitiestoorganizationalcompetitiveissues/objectivesEnsurethatWLPismeeting“businessneeds”Canyouthinkofotherwaysitisimportant?,为什么职场学习与绩效（WLP）战略如此重要？,职场学习与绩效（WLP）战略的重要性在于：将有计划的学习活动与组织的竞争问题/目标联系起来确保职场学习与绩效（WLP）满足“经营需求”您还能想到它的其它重要性吗？,HowIsWLPStrategyCarriedOut?,Source:Rothwell,W.,&Kazanas,H.(1994).Humanresourcedevelopment:Astrategicapproach.Rev.ed.Amherst,MA:HRDPress.,怎样实施WLP战略？,资料来源：Rothwell,W.,&Kazanas,H.(1994).Humanresourcedevelopment:Astrategicapproach.Rev.ed.Amherst,MA:HRDPress.,IntroductiontoActivity,LetsspendjustaminuteinaroleplayinfrontoftheclassIneedavolunteerwhoiswillingtopretendtobeaconsultantvisitingme,theCEOofanorganizationIwouldlikeyoutoaskmequestionsabouttheWLPeffortsofmyorganizationYourgoalistoposequestionsthatwillpermityoutowriteaproposaltobetheoutsourcingagentfortheTrainingDepartmentofmyorganizationThevolunteerisfreetobecreativeinaskingmequestions,活动简介,让我们花一分钟在全班面前进行角色扮演我需要一个志愿者扮作来拜访我的顾问，而我，则扮演一个企业的CEO我想让这位顾问问我一些有关我企业的WLP工作的问题顾问目的是，提出问题，这些问题可以使您能为我公司的培训部门写一份建议书，建议由您自己来担任该部门的外包代理人志愿者在向我提出问题时，可以自由发挥,Activity,Divideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout30minutestopreparearoughdraftproposalforwhatyouwoulddotohelpmyorganizationbyservingasthechiefoutsourcingagentforWLPWhenyourgroupisfinished,youshouldhavearoughdraftproposalthatyourspokespersonisreadytosharewiththegroup,活动,按3-5人一组，进行分组各组指定一个发言人用约30分钟的时间准备一份粗略的建议草案，这份草案要说明，作为主要的WLP外包代理人，您将如何帮助我的企业。小组完成以后，由小组发言人代表各个小组跟全班分享本组的建议草案,ActivityDebrief,CouldIhavespokespersonsforeachgroupreportontheirgroupsanswers?,活动汇报,请各组发言人报告本组的活动成果。,AModeltoGuidetheWorkoftheWLPManager,Source:Rothwell,W.(2001).Themanagerandthechangeleader.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,指导WLP管理者工作的一个模型,来源：罗斯维尔W.(2001)管理者和变革领导者Alexandria,VA:美国培训与发展协会,AVignetteontheRoleoftheManager,Formgroupsof3-5peopleAppointaspokespersonWorkonthisvignetteforabout15minutesWhenyourgroupisfinished,bepreparedtoanswerthequestionsappearingattheendofthecase,简述WLP管理者的角色,分成3-5人的若干小组各组指定一个发言人大约花15分钟进行简述小组完成后，准备回答案例后面提出的问题,DebriefontheVignetteontheRoleoftheManager,Whatspokespersonwouldliketovolunteertogofirsttogivehisorhergroupsanswerstothevignette?,WLP管理者角色简述的报告,哪位发言人愿意第一个上来汇报他/她的小组的讨论结果？,WLPRoles,“Troubleshootsandisolatesthecausesofhumanperformancegapsoridentifiesareasforimprovinghumanperformance”(Rothwell,Sanders&Soper,1999,p.43).,Analyst,职场学习与绩效（WLP）的角色,“分析并解决员工绩效差距存在的起因，或者是识别员工绩效提升的范围。”（罗斯维尔、Sanders和Soper，1999年版，第43页）,分析师,WhatIsPerformanceAnalysis?,PerformanceAnalysisisanattemptatamethodofdiscipliningourselvesasweseektodelineateourproblemsbeforewerushintoasolution(Gilbert,1982,p.22).PerformanceAnalysisdistinguishesproblemsthatarecausedbylackofindividualknowledge,skillorattitudefromthosecausedbyotherreasons.,什么是绩效分析？,绩效分析是“人们在匆忙解决问题之前，在寻求对问题的详细描绘时，进行自我约束的一种方法尝试”(Gilbert,1982,p.22).绩效分析把那些因缺乏个人的知识、技巧和态度而产生的问题与由其他原因产生的问题相区别,WhatIsCauseAnalysis?,CauseAnalysisistheprocessofidentifyingtherootcause(s)ofhumanperformanceproblems.,什么是原因分析？,原因分析是一个识别员工绩效问题产生的根源的过程,WhatIsTrainingNeedsAnalysis?,TrainingNeedsAnalysis(TNA)isthesystematicstudyofaproblemorinnovation,incorporatingdataandopinionsfromvariedsources,inordertomakeeffectivedecisionsorrecommendationsaboutwhatshouldhappennext(Rossett,1987,p.3).TNAassumesthattrainingisthesolutionorispartofasolution.Trainingisnotalwaysnecessary.,什么是培训需求分析？,培训需求分析（TNA）“对问题或创新进行系统研究，将从不同来源获取的资料和观点加以综合，由此做出将会发生什么的有效决策或建议。”(Rossett,1987,p.3).TNA的假设是，培训是一种解决方案或是解决方案的一部分培训并不总是必需的,HowDoPerformanceAnalysisandCauseAnalysisRelatetoTrainingNeedsAnalysis?,怎样把绩效分析、原因分析与培训需求分析结合起来？,ModeltoGuideAnalysis,Source:AdaptedfromRothwell,W.(1996).Beyondtraininganddevelopment:Stateoftheartstrategiesforenhancinghumanperformance.NewYork:Amacom.,分析的指导模型,资料来源：AdaptedfromRothwell,W.(1996).Beyondtraininganddevelopment:Stateoftheartstrategiesforenhancinghumanperformance.NewYork:Amacom.,Activity,Divideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout15minutestoreadoverthecriticalincidentsprovidedinyourParticipantGuideIdentifywhetheryouthinktheproblemisatrainingproblem,amanagementproblem,orbothDescribewhatyouwoulddotosolveeachproblemandwhyyouwoulddothatWhenyourgroupisfinished,yourgroupspokespersonshouldbepreparedtodescribeyouranswers,活动,按3-5人一组，进行分组各组指定一个发言人花15分钟阅读学员手册中的危机事件判断，这个问题是属于培训问题还是属于管理问题，或着是两者都是描述您将如何解决每个问题，说明您为什么要这样解决当小组讨论完以后，各小组的发言人应该准备描述本组的解决方案,ActivityDebrief,CouldIhavespokespersonsforeachgroupreportontheirgroupsanswerstothecriticalincidents?,活动汇报,请各组发言人把他/她的小组对该事件的讨论结果报告一下。,Activity,Divideupintosmallgroupsof3peopleeachAppointonepersontoplaytheroleofAnalyst,onepersontoplaytheroleofalinemanagerorclient,andonepersontoplayobserverSpendabout20minutesontheroleplayactivityThepersonplayingtheroleofAnalystshouldcomeupwithalistofquestionstoaskthelinemanager/clientaboutworkorbusinessproblemsheorsheisfacing,活动,分成3人一组的若干小组指定一个人扮演分析师，一个人扮演业务部门经理或客户，另一个人扮演旁观者花20分钟进行角色扮演活动扮演分析师的人要向业务部门经理提出他/她所面临的工作或业务问题,Activity,ThepersonplayingtheroleoflinemanagerorclientisfreetobecreativeinhisorheranswersTheobservershouldtakenotestoindicatewhathappensintheroleplayandshouldbereadytoreportthosetothelargegroupaftertheroleplayOnegroupshouldbeprepared,iftimepermits,tore-enacttheroleplayatthefrontoftheroomsothatothersmayseewhathappened,活动,扮演业务部门经理或客户的人可以自由地回答旁观者应该记录整个角色扮演过程，并在角色扮演后准备向全班报告如果时间允许，请一个小组在教室前面来重新进行角色扮演，以让其他人能够看到发生了什么,ActivityDebrief,CouldIhaveanobserverreportonwhathappenedinhisorhergroup?CouldIhaveonegroupvolunteertore-enacttheroleplayinfrontofthegroup?,活动汇报,请旁观者提交本组的观察报告。请一个志愿小组上台、在全班面前重新表演一遍。,AModeltoGuidetheWorkoftheAnalyst,Source:AdaptedfromRothwell,W.(2001,inpress).Themanagerandthechangeleader.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,一个指导工作分析模型,资料来源：AdaptedfromRothwell,W.(2001,inpress).Themanagerandthechangeleader.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,WLPRoles:TheInterventionSelector,“Choosesappropriateinterventionstoaddressrootcausesofhumanperformancegaps”(Rothwell,Sanders&Soper,1999,p.43).,WhatdoestheInterventionSelectordo?,WLP作用：干预措施的选择者,“选择恰当的干预措施,以消除员工绩效差距的根源。”(罗斯维尔,Sanders&Soper,1999,第43页),干预措施的选择者应该做什么？,Activity,Divideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout30minutestomake2listsOnelistshouldconsistofallthepossiblesourcesofhumanperformanceproblemsthatyoucanthinkofThesecondlistshouldconsistofallthepossiblesolutionstothoseproblemsthatyoucanthinkofWhenyourgroupisfinished,youshouldhave2listsreadytopresenttothelargegroup,活动,按3-5人为一组，进行分组各组指定一个发言人花30分钟做两个表第一个表应包括您能想到的员工绩效问题的所有原因第二个表应该包括您能想到的关于这些问题的所有可能的解决方案当小组完成讨论后，请各组准备把这两个列表呈交全班,ActivityDebrief,CouldIhavespokespersonsforeachgrouppresenttheirlists?,活动报告,请各组呈交本组完成的列表。,CanInterventionsBeAverted?,Yes:focusoncreatinganenvironmentinwhichpeoplearecapableofperformingtotheirpeakSuchanenvironmentiscalledaHighPerformanceWorkplace(HPW)Theprocessofcreatingandcontinuouslymanagingperformanceimprovementeffortsiscalledperformancemanagement,能否避开干预？,可以：重点在于创造能使人产生达到最高绩效的环境这种环境被称作“高绩效工作场所”（HPW）创造并不断促进绩效提升的工作过程就被称作绩效管理,ActivityontheCompetenciesoftheInterventionSelector,Divideupintosmallgroupsof3-5peopleeachForeachsituationdescribedundercolumn1inyourParticipateGuide,indicateundercolumn2fromwhatcause(s)youbelievetheproblemsmaystemThendescribeundercolumn3whatinterventionsyouwouldrecommendandtellwhyyouwouldrecommendthemFinally,undercolumn4,indicatewhatyoubelievetobethekeycompetenciesthatwouldbenecessarytoselecttheappropriateinterventionstoaddressthecause(s)oftheproblemSpendnomorethan30minutesonthisActivityWhenyouarefinished,appointaspokespersonforyourteamandbepreparedtoreporthowyouansweredthequestions,关于干预措施选择者能力的活动,按3-5人为一组，进行分组对于学员手册第一栏中描述的每一种情况，在第二栏中写出您认为这些问题可能产生的原因在第三栏中描述您推荐的干预措施，并说明您推荐的理由最后，在第4栏下指出，您认为，为了消除问题产生的原因，选择合适干预措施所必需的关键能力是什么。该活动不超过30分钟小组讨论完后，各组指定的发言人则准备就本组如何解决这一问题做报告,DebriefoftheActivityontheCompetenciesoftheInterventionSelector,CouldIhaveavolunteerfromamongthegroupspokespersontosharehowhisorhergrouprespondedtothesesituations?,关于干预措施的选择者能力活动的汇报,能让我从小组发言人中选一位志愿者，把他们/她们小组对于这些情况的反应分享给大家吗？,AModeltoGuidetheWorkoftheInterventionSelector,指导干涉选者工作模型,AnotherModeltoGuidetheWorkoftheInterventionSelector,Source:AdaptedfromRothwell,W.(2000).Theinterventionselector,designeranddeveloper,andimplementor.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,指导干预措施选择者工作的又一模型,资料来源:AdaptedfromRothwell,W.(2000).Theinterventionselector,designeranddeveloper,andimplementor.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,ASimplisticPerformanceModel,WorkEnvironment,Workplace,Worker,Work,Inputs,Outputs,TransformationalProcesses,简单的绩效模型,工作环境,工作场所,员工,工作,投入,产出,转换过程,CausesofHumanPerformanceProblems,Listedinperceivedorderthattheyaremostoftenencountered:LackoffeedbackonconsequencesNotimelyfeedbackLackofassignedresponsibilityLackofknowledgeLackofrewardsforperformingLackofinformation,员工绩效问题的原因,按照感知顺序将他们最经常遇到的问题加以排列：对结果缺乏反馈没有及时的反馈缺乏指定的职责缺乏知识没有根据工作完成情况进行奖励缺乏信息,Listedinperceivedorderthattheyaremostoftenencountered:NopracticeFearforjobsecurityLackofmotivation,CausesofHumanPerformanceProblems,员工绩效问题的原因,按照感知的顺序列出他们最常遇到的问题：没有实践担心工作安全缺乏动力,Listedinperceivedorderofimportance:LackoffeedbackonconsequencesNotimelyfeedbackLackofassignedresponsibilityLackofrewardsforperformingLackofinformationLackofknowledge,CausesofHumanPerformanceProblems,员工绩效问题的原因,按感知到的重要性排列：对结果缺乏反馈没有及时的反馈缺乏指定的职责没有根据工作完成情况进行奖励缺乏信息缺乏知识,Listedinperceivedorderofimportance:LackoftimelyinformationLackofabilityInsufficientpracticeLackofmotivation,CausesofHumanPerformanceProblems,员工绩效问题的原因,按感知的重要性排列：缺乏及时的信息缺乏足够的能力缺乏足够的实践缺乏动力,ASummaryofMajorCausesofHumanPerformanceProblems,PerformanceProblemsAreCausedBy:,LackofMotivationOrWillingnesstoPerform,PunishmentforPerforming,Obstacles/Barriers,LackofAbility,LackofIncentives/Rewards,LackofConsequences,LackofKnowledge/Skill,LackofTools,LackofInformation,OrganizationalIssues:LackofPlansorResponsibility,员工绩效问题的主要原因概要,绩效问题的原因：,缺乏动力或不愿意工作,对行为的惩罚,障碍,能力不足,缺乏激励/奖励,结果的缺乏,知识/技能缺乏,没有工具,信息缺乏,组织问题:缺乏计划或责任,WhatSolutionsorInterventionsCouldSolve/AddressEachRootCause?,PerformanceProblemsAreCausedBy:,LackofMotivationOrWillingnesstoPerform,PunishmentforPerforming,Obstacles/Barriers,LackofAbility,LackofIncentives/Rewards,LackofConsequences,LackofKnowledge/Skill,LackofTools,LackofInformation,OrganizationalIssues:LackofPlansorResponsibility,解决这些原因的方法或措施是什么？,绩效问题的原因：,缺乏动力或不愿意工作,对行为的惩罚,障碍,能力不足,缺乏激励/奖励,结果的缺乏,知识/技能缺乏,没有工具,信息缺乏,组织问题:缺乏计划或责任,Listedinperceivedorderoffrequencyofuse:ProvidinginformationtoperformTrainingProvidingclearfeedbackImprovingtimelyfeedbacktoperformersJobaids/performancesupportClarifyingworkresponsibilityProvidingopportunitiestopracticeProvidingadequatetools,SolutionstoHumanPerformanceProblems,员工绩效问题的解决方案,以使用频率为序：提供履行职责的信息培训提供清晰的反馈为执行者提高反馈的时效性工作辅助/工作支持明确工作职责提供实践机会提供相应的工具,Listedinperceivedorderoffrequencyofuse:ProvidingtoolsClarifyingorganizationalplans,SolutionstoHumanPerformanceProblems,员工绩效问题的解决方案,以使用频率为序：提供工具阐明组织计划,Listedinperceivedorderofeffectiveness:ProvidingclearfeedbackProvidinginformationtoperformImprovingtimelyinformationduringperformanceTrainingImprovingtimelyfeedbackClarifyingresponsibilityProvidingpractice,SolutionstoHumanPerformanceProblems,员工绩效问题的解决方案,以察觉到的效果为序：提供清晰的反馈为执行提供信息在执行过程中提高信息的时效性培训增强及时的反馈明确职责提供实践,Listedinperceivedorderofeffectiveness:ChangingrewardsystemstorewardperformanceProvidingtoolstoperformChangingrewardstoaddressrewardsfornonperformance,SolutionstoHumanPerformanceProblems,员工绩效问题的解决方案,以察觉到的效果为序：改进薪酬系统并奖励绩效提供执行的工具改革薪酬，寻求非绩效型的薪酬,AModeltoGuidetheWorkoftheInterventionSelector,Source:AdaptedfromRothwell,W.(2000).Theinterventionselector,designer&developer,implementor.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,指导干预措施选择者工作的模型,资料来源:AdaptedfromRothwell,W.(2000).Theinterventionselector,designeranddeveloper,andimplementor.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,WLPRoles,“Createslearningandotherinterventionsthathelptoaddressthespecificrootcausesofhumanperformancegaps.Someexamplesoftheworkoftheinterventiondesigneranddeveloperincludeservingasinstructionaldesigner,mediaspecialist,materialsdeveloper,processengineer,ergonomicsengineer,instructionalwriter,andcompensationanalyst”(Rothwell,Sanders&Soper,1999,p.43).,WhatdoestheInterventionDesignerandDeveloperdo?,职场学习与绩效（WLP）的角色,“选择学习及其它干预措施，帮助解决员工绩效差距存在的具体根源。干预措施设计者与开发者的工作角色包括：培训设计者、媒介专家、教材开发者、流程工程师、工作环境改造专家、教材编写者以及薪酬专家”(罗斯维尔,Sanders&Soper,1999,p.43).,干预措施设计者和开发者应该做什么？,AModeltoGuidetheWorkoftheInstructionalDesigner,Source:AdaptedfromRothwell,W.,&Kazanas,H.(1998).Masteringtheinstructionaldesignprocess:Asystematicapproach,2nded.SanFrancisco:Jossey-Bass.,指导培训设计者工作的模型,资料来源：AdaptedfromRothwell,W.,&Kazanas,H.(1998).Masteringtheinstructionaldesignprocess:Asystematicapproach,2nded.SanFrancisco:Jossey-Bass.,TheDifferenceBetweenDesigningandDeveloping,Design:ReferstotheprocessofpreparingaplanorspecificationDevelopment:Transformingtheplanintoareality,设计与开发之间的差异,设计：指准备一个计划与说明书的过程发展：指把计划转变为现实,ActivityontheRoleoftheInstructionalDesignerandDeveloper,Divideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout30minutesonthisActivityUsethemodelforinstructionaldesignasabasisforcreatingamoregeneralmodeltoguidetheworkofaninterventiondesigneranddeveloperWhenyourgroupisfinished,youshouldhaveamodelforinterventiondesignanddevelopmentreadytopresenttothelargegroup,关于培训设计与开发者角色的活动,按3-5人为一组，进行分组各组指定一位发言人讨论30分钟利用培训设计模型，为指导干预措施设计和开发者的工作，创造一个更通用的模型各组讨论完后，应该呈现给大家一个已经建好了的干预措施设计和开发的模型。,ActivityDebrief,CouldIhavespokespersonsforeachgrouppresenttheirmodel?,活动汇报,各组的发言人能否展示一下本组的模型？,ActivityontheRoleoftheInstructionalDesignerandDeveloper,Divideupintosmallgroupsof3-5peopleeachAppointaspokespersonforyourgroupSpendabout10minutestobrainstormyourgroupsanswertothisquestion:Whatyouwoulddo,step-by-step,ifyouwerehiredtodesigntraininginanorganization?(Refertothecompetenciesand,ifpossible,usethemtocreateamodeloftheinstructionaldesignprocessthatwouldusethosecompetencies)Whenyourgroupisfinished,yourspokespersonshouldbepreparedtopresentyouranswertothisquestion,关于培训设计与开发者角色的活动,按3-5人为一组，进行分组各组指定一位发言人运用头脑风暴法，花10分钟的时间进行小组讨论：如果您被任命为组织的培训设计者，您将怎样一步一步地开展工作？（指出所必备的能力，如果有可能，用这些能力构建一个培训设计流程模型）小组讨论完以后，要求各组的发言人准备好将提交本组的答案,ActivityDebrief,CouldIhavevolunteerstosharetheiranswer?,活动汇报,有人愿意和大家分享他们的答案吗？,AModeltoGuidetheWorkoftheInterventionDesignerandDeveloper,Source:AdaptedfromRothwell,W.(2000).Theinterventionselector,designer&developer,implementor.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,指导干预措施设计者与开发者工作的模型,资料来源：AdaptedfromRothwell,W.(2000).Theinterventionselector,designer&developer,implementor.Alexandria,VA:TheAmericanSocietyforTrainingandDevelopment.,RolePlayActivityontheRoleoftheInterventionDesignerandDeveloper,Divideupintogroupsof3peopleeachAppointaspokespersonforyourgroupDevoteabout15minutestothisActivityOnepersonshouldplaythepartofaWLPprofessionalOnepersonshouldplaythepartofamanagerinanorganizationOnepersonshouldplayobserverThepersonwhoplaystheWLPprofessionalshouldpreparetoexplainandjustifythestepsneededtoconductaninterventionThepersonwhoplaysthemanagershouldtrytosecond-guessandcutthelengthoftheprojectTheobservershouldwatchwhathappensintheroleplayandpreparetodebriefwhathappenedinthetwosomewiththelargergroup,关于干预措施设计与开发者角色的角色扮演活动,按3-5人为一组，进行分组各组指定一位发言人花15分钟进行讨论一个人扮演WLP专家一个人扮演组织管理者另一个人应该扮演旁观者扮演WLP专家的人应该解释并论证进行干预措施必要步骤的合理性扮演管理者的人应该评论并缩短这一方案的长度旁观者应该观察在角色扮演中发生的一切，并准备将前面两人在讨论中发生的事报告给全班,DebriefoftheRolePlayActivityontheRoleoftheInterventionDesignerandDeveloper,CouldIhavesomeobserversreportonwhathappenedintheirgroups?,汇报关于干预措施设计与开发者角色的角色扮演活动,请旁观者将他们小组中发生的事报告给大家。,WLPRoles:TheInterventionImplementor,“Ensurestheappropriateandeffectiveimplementationofdesiredinterventionsthataddresstherootcausesofhumanperformancegaps.Someexamplesoftheworkoftheinterventionimplementorincludeservingasadministrator,instructor,organizationdevelopmentpractitioner,careerdevelopmentspecialist,processredesignconsultant,workspacedesigner,compensationspecialist,andfacilitator”(Rothwell,Sanders&Soper,1999,p.43).,WhatdoestheInterventionImplementordo?,WLP角色：干预措施实施者,“确保合理的干预措施得以恰当而有效地实施，探寻员工绩效差距的具体根源。干预措施实施者的具体角色包括：管理者、讲师、组织发展职业人士、职业生涯发展专家、流程再造顾问、工作场所设计、薪酬专家及推进者”(罗斯维尔,Sanders&Soper,1999年版,第43页)。,干预措施实施者,TranslatingtheRoleofInterventionImplementor,Thinkofitlikethis.TheInterventionImplementorcanbe:The“worker”whomakesaninterventionhappenandkeepsitoncourseThequintessentialroleoftheinterventionimplementorisasprojectmanagerInterventionimplementorscanalsobeinstructors,facilitators,andotherswho“maketheinterventionhappen”,解释干预措施实施者的角色,这样看待它。干预措施实施者可以是：实施干预措施并使之按计划施行的“工作者”干预措施实施