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1、世界企业培训大师DrThiagi哪一个更有效？培训活动VS教学视频Which is more effective: training games or instructional videos Which is more effective: training games or instructional videos? This frequent type of question is also a very frustrating one. This question is very much like another question, Which is more popular: ap
2、ples or oranges? The answer to this question obviously depends on a number of factors. What specific type of the fruit are we talking about? I like golden delicious apples but hate the Granny Smith variety. I like navel oranges but not the thick-skinned variety. What purpose are we talking about? Or
3、anges are more popular for making breakfast juice but not very popular for making pies. Who are we talking about? Some people prefer oranges and some prefer apples. Some people actually dont like one or the other of these fruits. And some people are allergic to one or the other. The comparison betwe
4、en training games and videos (or lectures, or textbooks, or eLearning, or workshops, or any other training technique) is as meaningless as comparing apples and oranges. 培训活动或教学视频，哪一个更有效?这是企业培训者常常遇到的一个令人困扰的问题。 这像是在问“你是喜欢苹果还是橘子?”答案显然取决于诸多因素。 比如水果的品种：我喜欢香脆的红苹果但讨厌酸涩的青苹果。我喜欢脐橙但不喜欢皮厚的橙子。 我们谈论哪个水果更受欢迎的目的是什
5、么?橙子做早餐果汁更受欢迎,但做馅饼却不是非常受欢迎。 我们在和谁谈论?有些人喜欢橘子而有些人喜欢苹果。有些人不喜欢这些水果的某一个品种，而另一些人对某种水果过敏。 培训游戏和视频之间的比较(或讲座,教材,网络学习、研讨会、或任何其他培训技术)就如同苹果和桔子的比较一样没有意义。 What type of game? When we say games, what exactly do we mean? Obviously, there is an enormous difference between a simulation game that authentically reflects
6、 workplace processes and an icebreaker that requires participants to match the lines of a limerick. Similarly, what do we mean by the term video? Are we referring to a talking-head video of a lecture by an expert or an award winning documentary of creative behaviors, or a segment of a feature movie
7、that is used to illustrate some leadership behavior? How about a video that presents critical customer-relations vignettes, pauses after each vignette, requires teams to analyze the situation and come up with recommendations, and score points based on the similarity of these recommendations and thos
8、e from a panel of experts? Do we classify this hybrid technique as a training game or a videotape? 哪种培训活动? 当我们说到培训活动或游戏,我们具体指的是什么?显然,这个游戏有别于那种真实反映工作流程的模拟游戏。同样,视频这个词是什么意思?我们指的是专家视频讲座还是获奖纪录片,还是一段展现了领导行为的视频?或者是讲述关键客户关系的视频？这些视频要求学员进行情景分析并提出建议?我们要将这种混合培训技术划归成培训游戏或录像带吗? A decade ago, my colleague Richard
9、Clark at University of Southern California did a meta-analysis of controlled research studies that compared different training media such as educational film and classroom instruction. Not surprisingly, Clark came up with the conclusion that media dont make any difference. What makes the difference
10、is the design elements. For example, we can use a “discovery-learning” design approach in an educational film or a classroom lesson. The critical factor is not the medium but some specific feature of the medium. If we extrapolate Clarks findings to our initial question, we will conclude that it is n
11、ot games but specific features of games (such as active participation, score points, interaction among team members, and competition across teams) that make a difference. It is not videos in general, but the critical features (such as realism, motion, and audiovisual capabilities) that make a differ
12、ence. 十年前,我的同事理查德克拉克在南加州大学做了一个有关不同培训媒介，如观看教育题材的电影和听课堂教学的对照分析研究。毫无意外，克拉克得出的结论是,不同的培训媒介对培训效果并没有造成任何差别。真正带来影响的是教学设计的元素。例如,我们可以把“发现学习”的教学设计融入一场教育电影或一个课堂教学。影响培训效果的关键因素不是媒介,而是媒介的一些具体特征。如果我们用克拉克的发现去思考本文开始的那个问题，我们可以得出这样的结论：培训活动的具体特点(如积极参与，得分点, 团队成员之间的互动,以及跨团队的竞争) 会对培训效果产生重要影响,而并不是培训活动本身。不是一个视频带来了某些影响,而是视频或游
13、戏里的某些关键因素 (如真实性、动态和视听功能),造就了不同与差异。 What Is the Purpose? Whether a game is more effective than a video also depends on the purpose to which it is being used. A simulation game is effective when used for helping participants acquire certain analytical skills. However, it would be ineffective for helpi
14、ng participants get acquainted with each other at the beginning of a training session. An icebreaker with lines of limerick effectively serves the purpose of getting acquainted but it will be perceived as being silly when used in the middle of a workshop on cost-benefit analysis. Whether we compare
15、a training game with a video, or one training game with another, or one video with another, it is important to specify the purpose for which the training technique is being used. 培训目的是什么? 一个培训活动是否比视频更有效也取决于当时使用的目的。模拟活动如果是用来帮助参与者获取一定的分析能力时，它会是有效的。但是,当这个培训活动用在培训的开场时，则无益于帮助参与者熟悉彼此。同样的，在课程中间如果做破冰游戏对于帮助学
16、员理解知识就毫无意义。因此，当我们比较培训活动和视频,或者不同的培训活动之间哪个更有效的时候,最重要的是要弄清楚使用它的目的是什么。 Who Are the Participants? Different people react differently to the same training game. For example, a game that highly motivates a typical US group may be perceived as fluff and irrelevant by a typical Canadian group and downright t
17、hreatening by a typical Japanese group. Similarly, a video that excites a group of young adults can confuse a group of older adults. The opposite could also be true: a traditional video that appeals to baby boomers may bore members of the Nintendo generation. 学员是谁? 不同的人对同一个的培训活动有不同的反应。例如,一个培训活动也许能够使
18、一群外企的管理者很兴奋，却未必对国企或民企的学员有同样的效果。同样一个视频,可能会使一群90后非常投入却让一群70后觉得不知所云，反之亦然。 Toward the Answer Comparing training games with other training techniques is a meaningless exercise unless we specify exactly The specific features of the game and the other method The purpose for which the game and the other tra
19、ining technique are used for Who are the participants using the game and the other training technique Heres a sample of our initial question can be rephrased: Which of these two techniques is more effective in helping a group of experienced hotel employees acquire customer-service skills: an authent
20、ic simulation game that incorporates critical incidents and includes a lengthy debriefing by an expert facilitator or a documentary-format video with workplace vignettes and graphics and captions followed by a group discussion? The answer to this version of the question is obvious: Either technique
21、can be equally effective. 总结 简单地把培训活动或游戏与其他技术进行比较是没有意义的,除非我们能够确定： 培训活动或其它技术的具体特点 培训活动或其它技术的目的 培训活动或培训技术的对象是谁 举个例子: 下列两种技术哪个能够更有效地帮助一群经验丰富的酒店员工获得客户服务技能: A.一个真实的模拟游戏其中包含有关键事件和由一个专家事后的详细阐述和解读； B. 展示工作场所的记录视频，图片和标题, 然后进行小组讨论。 这个问题的答案是显而易见的: AB两种技术可以同样有效。 A General Question Many people accuse me of acade
22、mic hair splitting when I analyze the question comparing games with other training techniques. These people protest that all they wanted to know is whether training games, in general, are effective. Let me answer this question. In my definition, these are the critical features of a game: They have a
23、 structure (rules), they require active participation, and they frequently involve collaboration among team members and competition across teams. A critical feature of a training game is its direct relationship to a set of relevant skills, knowledge, and attitudes. If we agree to this definition, le
24、t me make some generalizations about the effectiveness of training games. In doing so, let me use Kirkpatricks four levels of instructional evaluation: 常见的一个问题 当我在分析比较培训活动和其它培训技巧的时候，许多人说我吹毛求疵；这些人争论说，他们所想知道的很简单，是否所有培训活动都有效。 让我现在来回答这个问题。 在我的定义里,一个培训活动的关键特征包含:具备结构性,要求学员积极参与,经常涉及到团队成员之间的协作和跨团队的竞争。培训活动的一
25、个关键特性是这个活动与所要学习的相关技能,知识和态度之间的直接关系。如果大家认同这个定义,让我对培训活动的有效性进行一些概括。我用柯克帕特里克的四级评估来解释： Level 1 in Kirkpatricks model relates to participants reactions. In general, participants react favorably to the use of training games. This generalization is based on reports from external observers and from the partic
26、ipants themselves. Participants have fun while playing a training game; they immerse themselves in the activity. 一级评估：参与者的反应。培训活动参与者的对这个培训活动反应良好。这个结论可以从外部观察者和参与者自身的反应得出。参与者学得很开心;他们沉浸在活动中。 Level 2 evaluation relates to learning outcomes. Test results indicate that if the game is relevant to instructi
27、onal objectives, participants learn effectively in terms of both immediate recall and long-term retention. This is probably because games provide opportunities for repeated practice in a highly motivating situation. 二级评估：学习成果。测试结果表明,如果培训活动与教学目标相关,学员在短时间回顾和长期记忆中都更加有效记忆。这可能是因为游戏提供了一个在高度激发参与状况下重复练习的机会。
28、 Level 3 evaluation relates to behavior changes. Games tend to produce more transfer and application of newly-learned skills to workplace situations. This is especially true of simulation games that involve authentic reflection of workplace situations. The transfer a training game to the real world
29、increases when participants are debriefed after the game and encouraged to do some action planning. 三级评估：行为变化。培训活动更有利于为新技能转移到工作场景提供更多转换和应用机会。涉及工作情况真实反映的模拟游戏尤其如此。在对培训活动做总结报告以及鼓励学员做行动计划的时候，培训培训游戏可以帮助学员把学到的技能转移到真实的工作中。 Level 4 evaluation relates to organizational impact. If the instructional content of
30、 a game is directly related to skills and knowledge associated with improving the organizations bottom line, then it has a high probability of achieving a high impact. 四级评估：对组织的影响。如果一个培训活动包含的教学内容与能够改善组织瓶颈的相关的技能和知识直接相关,那么它实现高度影响的几率会很高。 Useful Questions Here are three questions that avoid invidious co
31、mparisons and provide useful answers: How can we select the most appropriate training technique that effectively matches the specific instructional purpose and preferences of a specific group of participants? How can we modify a training game (or any other training technique) to better suit the inst
32、ructional purpose and participant preferences? How can we combine different training techniques to increase their joint effectiveness? These questions are definitely worth looking into. 有用的问题 这里有三个问题,可以帮助我们在选择不同的培训技巧的时候避免无意义的比较,并得到有价值答案: 我们如何挑选最佳的培训技巧以有效地匹配特定的教学目的和有特定偏好的学员？ 我们如何调整修改培训游戏(或任何其他培训技术)来更好地适应教学目的和参与者的偏好? 我们如何整合不同的训练技巧来增加它们的协同效果? 这些问题值得我们每一位培训人深思。
