柯克帕特里克四层评估模型

柯克帕特里克四层评估模型 You've arrived at a page of the businessballs free online training site. Click here for free online tools, tips, diagrams, materials and a full menu. kirkpatrick's learning and training evaluation theory Donald L Kirkpatrick's training evaluation model - the four levels of learning evaluation also below - HRD performance evaluation guide Donald L Kirkpatrick first published his ideas way back in 1959, in a series of articles in the US Training and Development Journal. the articles were subsequently included in Kirkpatrick's book Evaluating Training Programs (1975), published by the American Society for Training and Development (ASTD), with whom Kirkpatrick still maintains (as at 2005) close connections, having previously served as president. Donald Kirkpatrick has written several other significant books about training and evaluation, and has consulted with some of the world's largest corporations. Kirkpatrick's book Evaluating Training Programs defined his originally published ideas of 1959, thereby further increasing awareness of them, so that his theory has now become arguably the most widely used and popular model for the evaluation of training and learning. Kirkpatrick's four-level model is now considered an industry standard across the HR and training communities. The four levels of training evaluation model was later redefined and updated in Kirkpatrick's 1998 book, called 'Evaluating Training Programs: The Four Levels'. The four levels of Kirkpatrick's evaluation model essentially measure: , reaction of student - what they thought and felt about the training , learning - the resulting increase in knowledge or capability , behaviour - extent of behaviour and capability improvement and implementation/application , results - the effects on the business or environment resulting from the trainee's performance All these measures are recommended for full and meaningful evaluation of learning in organizations, although their application broadly increases in complexity, and usually cost, through the levels from level 1-4. Quick Training Evaluation and Feedback Form, based on Kirkpatrick's Learning Evaluation Model - (Excel file) kirkpatrick's four levels of training evaluation This grid illustrates the basic Kirkpatrick structure at a glance. The second grid, beneath this one, is the same thing with more detail. evaluat ion evaluation examples of type description levevaluation relevance and (what and el tools and practicability is characteristimethods measurcs ed) , reactio, eg., , quick and n 'happy very easy reactioevaluatsheets', to obtain 1 n ion is feedbac, not how k forms expensive the to gather , also delegatverbal or to es felt reactionanalyse about , the post-trai traininning g or surveys learninor g questionexperienaires nce , learnin, typically g assessmevaluat, relatively ents or ion is simple to tests the set up; before measurclear-cut and ement for after the learninof the quantifiab2 training g increasle skills , interviee in , less easy w or knowlefor observatdge - complex ion can before learning also be and used after , behavi, observat, measureour ion and ment of evaluatinterviebehaviour ion is w over change the time are typically extent required behavirequires 3 of to our cooperatiapplied assess on and learninchange, skill of g back relevancline-manaon the e of gers job - change, implemeand ntation sustaina bility of change , measure s are already , individuall, results in place y not evaluatvia difficult; ion is normal unlike the managewhole effect ment organisation the systems on 4 results busineand , process ss or reportinmust envirog - the attributinnment challengg clear by the e is to accountatrainee relate to bilities the trainee kirkpatrick's four levels of training evaluation in detail This grid illustrates the Kirkpatrick's structure detail, and particularly the modern-day interpretation of the Kirkpatrick learning evaluation model, usage, implications, and examples of tools and methods. This diagram is the same format as the one above but with more detail and explanation: evaluaevaluation examples of tion description levevaluation relevance and type and el tools and practicability (what characteristimethods is cs measu red) , reacti, can be , typically on done 'happy evaluaimmediatsheets' tion is ely the , feedback how training forms the ends based on delega, very easy subjective tes to obtain personal felt, reaction reaction to and feedback the their , feedback training personis not experience al expensiv, verbal reactie to reaction ons to gather or which can the to be noted traininanalyse and g or for analysed groups learni, post-trainireactio1 ng , importanng surveys n experit to know or ence, that questionnfor people aires examplwere not , online e: upset or evaluation , did the disappoior grading traineented by s like , importandelegates and t that , subsequenenjoy people t verbal or the give a written trainingpositive reports ? impressigiven by , did on when delegates they relating to considetheir managers r the experienback at training ce to their jobs relevanothers t? 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intervieweand , were r, which is virtually the a variable impossiblrelevanfactor that e without t skills can affect a and reliability well-desiknowleand gned dge consistencsystem used y of from the , was measurembeginninthere ents g noticea, the , evaluatioble and opinion of n of measurthe implemeable trainee, ntation change which is a and in the relevant applicatiactivity indicator, on is an and is also extremelperforsubjective y mance and importanof the unreliable, t traineeand so assessms when needs to ent - back in be there is their measured little roles? in a point in a , was the consistent good change defined reaction in way and good behavioincrease , 360-degre ur and in e feedback new is useful capabilitlevel of method y if knowleand need nothing dge not be changes sustainused back in ed? before the job, , would training, therefore the because evaluatiotrainee respondenn in this be able ts can area is to make a vital, transfer judgement albeit their as to challengilearninchange ng g to after , behaviouanother training, r change personevaluatioand this ? n is can be , is the analysed possible trainee for groups given aware of good of their respondensupport change ts and and in trainees involvembehavio, assessmenent from ur, ts can be line knowledesigned managerdge, around s or skill relevant trainees, level? performanso it is ce helpful to scenarios, involve and them specific from the key start, performanand to ce identify indicators benefits or criteria for them, , online and which electronic links to assessmenthe level ts are 4 more evaluatio difficult to n below incorporat e - assessmen ts tend to be more successful when integrated within existing managem ent and coaching protocols , self-assess ment can be useful, using carefully designed criteria and measurem ents , results , it is , individuaevaluapossible lly, tion is that many results the of these evaluatioeffect measures n is not on the are particulabusinealready in rly ss or place via difficult; environormal across an nment managementire resultinent organisatg from systems ion it the and becomes improvreporting very ed , the much perforchallenge more results4 mance is to challengi of the identify ng, not trainee which and least - it is how relate because the acid to to the of the test trainee's reliance , measurinput and on es influence line-manwould agement, therefore typicallit is , and the y be important frequencbusinesto identify y and s or and agree scale of organisaccountabichanging ational lity and structurekey relevance s, perforwith the responsi mance trainee at bilities indicatoand the start rs, such of the roles, as: training, which , volumeso they complicas, understantes the values, d what is process percentto be of ages, measured attributintimesca, this g clear les, process accountareturn overlays bility on normal , also, investmgood external ent, managemfactors and ent greatly other practice - affect quantifiit simply organisatable needs ional and aspects linking to business of the performaorganistraining nce, which ational input cloud the perfor, failure to mance, link to true for training cause of instancinput type good or e; and timing poor numberwill greatly results s of reduce the complaiease by nts, which staff results can be turnove attributed r, attritionto the , training failures, for senior , people wastagparticularl y, annual e, appraisals non-co mpliancand e, ongoing quality agreement ratings, of key achievebusiness ment of objectives standarare ds and integral to accredimeasuring tations, business growth, results retentioderived n, etc. from training Since Kirkpatrick established his original model, other theorists (for example Jack Phillips), and indeed Kirkpatrick himself, have referred to a possible fifth level, namely ROI (Return On Investment). In my view ROI can easily be included in Kirkpatrick's original fourth level 'Results'. The inclusion and relevance of a fifth level is therefore arguably only relevant if the assessment of Return On Investment might otherwise be ignored or forgotten when referring simply to the 'Results' level. Learning evaluation is a widely researched area. This is understandable since the subject is fundamental to the existence and performance of education around the world, not least universities, which of course contain most of the researchers and writers. While Kirkpatrick's model is not the only one of its type, for most industrial and commercial applications it suffices; indeed most organisations would be absolutely thrilled if their training and learning evaluation, and thereby their ongoing people-development, were planned and managed according to Kirkpatrick's model. For reference, should you be keen to look at more ideas, there are many to choose from... , Jack Phillips' Five Level ROI Model , Daniel Stufflebeam's CIPP Model (Context, Input, Process, Product) , Robert Stake's Responsive Evaluation Model , Robert Stake's Congruence-Contingency Model , Kaufman's Five Levels of Evaluation , CIRO (Context, Input, Reaction, Outcome) , PERT (Program Evaluation and Review Technique) , Alkins' UCLA Model , Michael Scriven's Goal-Free Evaluation Approach , Provus's Discrepancy Model , Eisner's Connoisseurship Evaluation Models , Illuminative Evaluation Model , Portraiture Model , and also the American Evaluation Association Also look at Leslie Rae's excellent Training Evaluation and tools available on this site, which, given Leslie's experience and knowledge, will save you the job of researching and designing your own tools. evaluation of HRD function performance If you are responsible for HR functions and services to internal and/or external customers, you might find it useful to go beyond Kirkpatrick's evaluation of training and learning, and to evaluate also satisfaction among staff/customers with HR department's overall performance. The parameters for such an evaluation ultimately depend on what your HR function is responsible for - in other words, evaluate according to expectations. Like anything else, evaluating customer satisfaction must first begin with a clear appreciation of (internal) customers' expectations. Expectations - agreed, stated, published or otherwise - provide the basis for evaluating all types of customer satisfaction. If people have expectations which go beyond HR department's stated and actual responsibilities, then the matter must be pursued because it will almost certainly offer an opportunity to add value to HR's activities, and to add value and competitive advantage to your organisation as a whole. In this fast changing world, HR is increasingly the department which is most likely to see and respond to new opportunities for the support and development of the your people - so respond, understand, and do what you can to meet new demands when you see them. If you are keen to know how well HR department is meeting people's expectations, a questionnaire, and/or some group discussions will shed light on the situation. Here are some example questions. Effectively you should be asking people to say how well HR or HRD department has done the following: , helped me to identify, understand, identify and prioritise my personal development needs and wishes, in terms of: skills, knowledge, experience and attitude (or personal well-being, or emotional maturity, or mood, or mind-set, or any other suitable term meaning mental approach, which people will respond to) , helped me to understand my own preferred learning style and learning methods for acquiring new skills, knowledge and attitudinal capabilities , helped me to identify and obtain effective learning and development that suits my preferred style and circumstances , helped me to measure my development, and for the measurement to be clear to my boss and others in the organisation who should know about my capabilities , provided tools and systems to encourage and facilitate my personal development , and particularly helped to optimise the relationship between me and my boss relating to assisting my own personal development and well-being , provided a working environment that protects me from discrimination and harassment of any sort , provided the opportunity for me to voice my grievances if I have any, (in private, to a suitably trained person in the company whom I trust) and then if I so wish for proper consideration and response to be given to them by the company , provided the opportunity for me to receive counselling and advice in the event that I need private and supportive help of this type, again from a suitably trained person in the company whom I trust , ensured that disciplinary processes are clear and fair, and include the right of appeal , ensured that recruitment and promotion of staff are managed fairly and transparently , ensuring that systems and activities exist to keep all staff informed of company plans, performance, etc., (as normally included in a Team Briefing system) , (if you dare...) ensuring that people are paid and rewarded fairly in relation to other company employees, and separately, paid and rewarded fairly when compared to market norms (your CEO will not like this question, but if you have a problem in this area it's best to know about it...) , (and for managers) helped me to ensure the development needs of my staff are identified and supported This is not an exhaustive list - just some examples. Many of the examples contain elements which should under typical large company circumstances be broken down to create more and smaller questions about more specific aspects of HR support and services. If you work in HR, or run an HR department, and consider that some of these issues and expectations fall outside your remit, then consider who else is responsible for them. I repeat, in this fast changing world, HR is increasingly the department which is most likely to see and respond to new opportunities for the support and development of the your people - so respond, understand, and do what you can to meet new demands when you see them. In doing so you will add value to your people and your organisation - and your department. See also: Howard Gardner and multiple intelligences theories Bloom's Taxonomy of Learning Domains 360 degree appraisals tips employment termination, dismissal, redundancy, letters templates and style exit interviews, questions examples, tips grievance procedures letters samples for employees group selection recruitment method induction training checklist, template and tips job interviews - tips, techniques, questions, answers job descriptions, writing templates and examples performance appraisals - process and appraisals form template team briefing process training evaluation processes training and developing people - how to and lots more on the main businessballs website if you are not already there The use of this material is free provided copyright (Donald Kirkpatrick's Learning Evaluation model; review, remaining material, design and code Alan Chapman 1995-2006) is acknowledged and reference or link is made to the www.businessballs.com website. This material may not be sold, or published in any form. Disclaimer: Reliance on information, material, advice, or other linked or recommended resources, received from Alan Chapman, shall be at your sole risk, and Alan Chapman assumes no responsibility for any errors, omissions, or damages arising. Users of this website are encouraged to confirm information received with other sources, and to seek local qualified advice if embarking on any actions that could carry personal or organisational liabilities. Managing people and relationships are sensitive activities; the free material and advice available via this website do not provide all necessary safeguards and checks. Please retain this notice on all copies. ? Donald Kirkpatrick's Learning Evaluation model; review, remaining material, design and code Alan Chapman 1995-2006 柯克评价理论学习和培训 拉姆斯公升柯克训练评估模型的四个层次的学习评 价 也低于人力绩效评估指南 唐纳德首次发表他的想法左旋柯克早在1959年,在系列文章,在美国训练与发展 杂志. 其后条款列入柯克图书培训考核(1975年),美国出版的<训练与发展协会 (astd)与之柯克帕特里克仍保持密切联系(截至2005年),曾任总统. 拉姆斯柯克 写的书,其他几个重要的训练与考核,并征询一些世界上最大的公司. 柯克考核培训图书出版思路确定自己原来1959,从而进一步提高他们使他的理论可以说已成为流行最广泛采用的模式和评估训练与学习. 柯克四个层次模型现已成为全国行业和人力资源培训社区. 四个层次的培训和更新,重新评估模型后来在柯克1998书所谓'培训考核:四个层次'. 柯克帕特里克四个层面评估模式基本上措施: , 反应的学生怎么想、感受训练 , 学习知识或能力随之增加 , 行为程度提高行为能力和执行/应用 , 成果对经商环境造成学员的表现 所有这些措施都是推荐全力组织学习和有意义的评估,虽然应用广泛增加复杂性和成本通常是通过一级,一级1-4. 培训形式评价和反馈快,根据柯克学习评价模型(Excel文件) 柯克评价四个层次培训 这说明网格的基本结构柯克帕特里克一瞥. 二格,底下这一块是一回事更多细节. 评价 级型(什评估工具和方法描述和评价特点 相关性和实用性 别 么是范例 衡量) , 例如.'快乐, 与会的反片',反馈表 , 很容易得应是如何, 还口头反到快速 一评价训练反应 应、培训后, 不算贵搜月 或学习经的问卷调集或分析 验的感受 查,还是 , 一般评估, 相对简单 , 学习评价或测试训设置;鲜 是衡量增练前后 明的量化二学习 长知识前, 也可以采技巧 月 后 用访谈或, 不容易学 观察 习复杂 , 观察与评, 行为评价, 计量行为估面试时是应用程改变通常间须改变,三度的学习需要合作行为 相关变革月 回到工作和技术线和可持续落实 经理 性转变 , 通过正常, 个别并不的措施已困难;不, 结果评价经到位的像整个组是对学员#管理#四织 结果 的经商环和报告-面月 , 要明确责境 临的挑战任归咎于是关系到进程 实习生 柯克详细评价四个层次培训 这说明电网柯克结构细节,尤其现代诠释柯克帕特里克学习评价模型,用法含义及实例工具和方法. 这是图一以上为相同的更详细的解释,但: 评价 级型(什评估工具和方法范描述和评价特点 相关性和实用性 别 么是例 衡量) 一反应 , 与会代表, 典型的快乐, 马上可以 月 认为是如片' 做的训练 何评价反, 基于个人主结束 应、个人反观形式反馈, 很容易得 应训练或反应训练的到反馈反 学习经验,经验 应 例如: , 言语反应可, 收集反馈, 当时学员说和分析 并不昂贵 训练一样,, 培训后的问或群体分 享受? 卷调查,还析 , 何曾考虑是 , 没有人知 相关培训? , 在线等级评道重要底, 它是利用价或代表 价或失望 好自己的, 随后口头或, 重要的 时间? 书面报告,是,人们, 他们喜欢获得与会经的印象是 的场地,风理人的饭碗正面的经 格、时机、回 验,当他 女佣等? 们与其他, 参与程度 人可能决, 安逸经验 定是否经, 一级必须验同一 作出最大 努力的学 习 , 自觉学习 的实用性 和应用潜 力 , 学习评价, 一般评估或, 设置相对 是衡量增测试训练前简单,但 加知识或后 更需要思 智力能力考和投资, 面试或可用 的学习经于观测虽然比反应评 二验,从以前是前后费时价 学习 月 到以后: 可以不一致 , 很强的针, 学员学习, 评估方式需对性和鲜 什么打算要加以密切明的某些 做什么来相关的学习技术技能 教导? 目标 培训等量 化或 , 当时学员, 测量和分析 经验让他, 不容易学可能容易一 们体验什等较为复批规模 么打算? , 可靠、清晰、杂的态 , 什么程度测量得分需度,即以提高或改要建立,借言词难以变学员经以限制风险评估 培训、该方评估不一致 , 如果制度向或地区, 硬拷贝、电设计不当的用意? 子、风评都成本升 在网上或播高,增加 出访谈 工作必须 测量和分 析 , 在多大程, 观察与评估, 计量行为度上是行面试时间须改变是难为评价学改变,相关以量化评员的学习变革和可持价、解释和运用改续性转变 和学习过变自己的, 快照任意变的反应 行为,这可动评估不可, 简单快速以立刻和靠,因为人反应系统几个月的们以不同的未必有充训练后,视方式在不同分 情况: 时期 , 观察家合 , 当时学员, 须含蓄而正作和技学以致用在进行评巧,通常三行为 赛前当回估,然后再线经理,月 事? 转到合适的都是重要 , 有相关的分析工具 因素,而技术和知, 须评估旨在难以控制 识用于 减少主观判, 管理与评 断或观察员估分析正, 有明显变 化的活动,访谈这是一在进行微并衡量学个可以影响妙难,几员表现在可变因素可乎不可能民国演什靠性和一致在没有良么角色? 性测量 好的制度 , 为行为改, 学员认为,设计,从变、新的知这是一个有一开始 识水平持关指标,也, 实施评价 续? 是主观和可和应用, , 学员将学是一个极靠,所以需 习才能转要加以衡量为重要的让给他人? 的一贯方式评估点毫 , 学员认识界定 无反应良到自己是, 360度反馈好如果没行为的改是必要和有有良好的变、知识、益的方法,增长能技能水平? 不得使用前力,改变 训练、因为回来工 受访者能作作,所以 判断,改变在这方面 后的培训,的评价是 这可以分析至关重要 受访群体及的,尽管 学员 挑战 , 围绕相关的, 行为改变 评估可以设可能给予 计表现了很好的评 2016年和价是由各 具体指标或级管理人 标准 员的支持 和参与或, 网上电子评 受训这样估将更难- 评估时往往有利于让 是比较成功他们从一 开始,并的现有综合 管理和教练确定他们 议定书 的福利, , 自我评估可连接到4 以非常有级以下的 用,使用精评价 心设计的标 准和测量 , 结果评价, 它可能是许, 个体、评是对经商多这些措施价结果并 四环境因表已经到位通不是特别结果 月 现改善学过正常管理困难;横员-这是一制度和报告 跨整个组个严峻的织变得更, 目前的挑战 考验 是,如何找为严峻不 , 通常企业出其中涉及仅仅是因 或组织措到学员的投为依赖线 施主要性入和影响 管理、频 能指标,, 因此,我们率、规模 如: 必须找出并结构转 , 册,价值,比同意责任制变、 率,时间尺和相关的培和作用, 度,投资回训学员在开而复杂的 报和其他始,所以要过程交代 组织可以了解什么是清楚分数 量化方面测量 , 同时,外 的表现,例, 这个过程正部因素影 如;号码申常重叠好的响极大的 诉,员工流管理方式,组织和经 动率、减它只是需要营成果, 员、失败、连接到训练真正原因 流失、不符投入 云好坏结 合质量等, 不连接型、果 级、标准和投入训练的 认证实现时间将大大 增长,保存减少,减轻 等 了成绩归结 到训练 , 资深人士尤 其年度考核 和持续经营 的目标是一 致的关键业 绩所得积分 来衡量训练 柯克帕特里克成立以来原模型,其他理论家(例如杰克菲利普斯)、柯克帕特里克确 实自己提到可能第五级,即音(投资回报). 在我看来,容易被列入感兴趣柯克原第 四级'的结果. 列入第五级和相关性,因此若说只有相关的评估投资回报否则可能 被忽视或遗忘时指纯粹'结果'的水平. 学习评价是一种广泛研究领域. 这是可以理解的,因为这个问题是根本的生存和 教育表现全世界同样的大学,其中当然大部分的研究者和作家. 而柯克模式不是唯一的方式,大多数工业和商业应用它足以;事实上,如果多数团体将是十分兴奋的培训和学习的评价,从而不断人为开发经过规划和管理,依照柯克帕特里克的模型. 供参考,如果你渴望更多的想法来看,还有很多选择:: , 杰克菲利普斯'五个层次模型感兴趣 , 丹尼尔敎的CIPP模式(背景、输入、过程、产品) , 罗伯特股权的回应评价模型 , 罗伯特股权的余应变模式 , 考夫曼的五个层次评价 , 仙乐(背景、输入、反应、结果) , PERT(评审技术) , alkins'示范分校 , 迈克尔scriven的目标--自由评价办法 , provus的差异模型 , 艾斯纳的鉴赏评价模式 , 照明评估模型 , 肖像模型 , 美国评估协会也 莱斯利还看评审的评价和良好的训练工具,这个网站浏览,其中莱斯利获得的经验和知识,将会节省您的工作,研究和设计自己的工具. 人力资源功能绩效评价 如果你是负责内部人力资源和服务功能和/或外部客户你可能会觉得有用超越柯克评价培训和学习,提高员工的满意评价也/客户提供人力部的整体表现. 参数这种评价最终要靠你们什么功能是负责人力资源--换言之,据评估期望. 喜欢什么,首先必须先评估客户满意升值(内部)明确顾客的期望. 期望商定,题,刊登与否提供依据各类客户满意的评价. 如果人们期望超越人力部的声明和实际责任那么要追查因为几乎肯定会提供机会增值小时的活动中,价值和竞争优势,加上贵组织作为一个整体. 在这个瞬息万变越来越多的人力资源处最容易看到和应对新的机遇和支持你们开发的人怎么回应,理解,你可以做什么,以满足新的需求,当你看到他们. 如果你渴望知道人力部会的预期,一份问卷,和/或分组讨论会揭示一些情况. 以下是一些例子提问. 有效地说,你应该要求人们如何做人力资源或人力资源处: , 帮我查明,认识,识别和优先发展的需要和个人意愿,在:技能、知识、经验 和态度(或个人福祉,或情绪成熟度,或者心情,或者心态,精神病或其他适 当方式意义而言,人们会回应) , 帮助我了解自己喜欢的学习风格和学习方法学习新技能、知识和态度能 力 , 帮我找出有效的学习和发展,并取得适合我国情况和首选风格 , 帮我发展,我来衡量,要明确和计量等我老板来了谁知道我的组织能力 , 提供工具和体系,鼓励和促进个人发展 , 尤其是有助于更好的关系,我和我的老板关于协助我个人的发展和福祉 , 我提供了一个工作环境,保护任何种类的歧视和性骚扰 , 只要让我有机会,如果我有任何不满,(私下受过适当训练的人员来我公司 信任),然后想如果我做适当的考虑并给他们的回答是该公司 , 我提供了机会,接受辅导和咨询活动,我需要帮助和支持民营这类,再从受 过适当训练的人,我相信该公司 , 确保惩戒程序清晰、公平、包括诉权 , 确保招聘管理人员和促进公正和透明 , 确保系统存在和活动的所有工作人员随时了解公司的计划,演出等(通常 在一队通报制度) , (如果你敢:)确保人们付出相当的报酬,并与其它公司雇员,另外,薪和奖励 规范市场颇为相比(总裁不会喜欢你这个问题,但如果你有这方面的问题 也最好知道::) , (经理)帮我发展的需要,保证和支持我的工作人员发现 这不是无遗--只是一些例子. 许多的典型事例含有一些大公司的情况下,应该可以创造更多、破裂小问更具体的支持和人力资源方面的服务. 如果你在人力资源工作,或者开办了人力资源处并认为其中一些问题和期待属于你职权然后考虑谁应该负责. 我再说一次,在这个瞬息万变越来越多的人力资源处最容易看到和应对新的机遇和支持你们开发的人怎么回应,理解,你可以做什么,以满足新的需求,当你看到他们. 这样你会增值你和你的人民团体和贵处. 又见: 嘉纳与多元智能理论 布鲁姆的分类学领域 360度考核小费 终止雇用、解雇、裁员、信件模板、风格 离职面谈,提问的例子,小费 申诉程序封样的雇员 77选拔招聘方式 入职培训量表,模板及小费 面试尖端技术的问题,答案 工作说明,写作格式及范例 考绩过程及考核表模板 团队工作简报 培训评估过程 如何 培养和发展人- 下面是经典古文名句赏析～～不需要的朋友， 可以下载后编辑删除～～谢谢 经典古文名篇(一);1.陋室铭刘禹锡(唐)字梦得《刘梦得文集》;山不在高，有仙则名;2(马说韩愈(唐)字退之《昌黎先生集》;世有伯乐，然后有千里马;马之千里者，一食(shí)或尽粟一石(dàn);策之不以其道，食(sì)之不能尽其材(才)，鸣之;3(师说韩愈(唐);古之学者必有师;嗟乎～师道之不传也久矣～欲人之无惑也难矣～古之圣;圣人无常师;李氏子蟠，年十七 经典古文名篇(一) 1. 陋室铭 刘禹锡(唐)字梦得 《刘梦得文集》 山不在高，有仙则名。水不在深，有龙则灵。斯是陋室，惟吾德馨。苔痕上阶绿，草色入帘青。谈笑有鸿儒，往来无白丁。可以调素琴，阅金经。无丝竹之乱耳，无案牍之劳形。南阳诸葛庐，西蜀子云亭。孔子云:何陋之有, 2(马说 韩愈(唐) 字退之《昌黎先生集》 世有伯乐，然后有千里马。千里马常有，而伯乐不常有。故虽有名马，只辱于奴隶人之手，骈死于槽枥之间，不以千里称也。 马之千里者，一食(shí)或尽粟一石(dàn)。食(sì)马者不知千里而食(sì)也。是马也，虽有千里之能，食(shí)不饱，力不足，才美不外见(现)，且欲与常马等不可得，安求其能千里也, 策之不以其道，食(sì)之不能尽其材(才)，鸣之而不能通其意，执策而临之，曰:“天下无马～”呜呼～其真无马邪(ye),其真不知马也。 3(师说 韩愈(唐) 古之学者必有师。师者，所以传道受(授)业解惑也。人非生而知之者，孰能无惑,惑而不从师，其为惑也，终不解矣。生乎吾前，其闻道也固先乎吾，吾从而师之;生乎吾后，其闻道也亦先乎吾，吾从而师之。吾师道也，夫庸知其年之先后生于吾乎,是故无贵无贱，无长无少，道之所存，师之所存也。 嗟乎～师道之不传也久矣～欲人之无惑也难矣～古之圣人，其出人也远矣，犹且从师而问焉;今之众人，其下圣人也亦远矣，而耻学于师。是故圣益圣，愚益愚。圣人之所以为圣，愚人之所以为愚，其皆出于此乎,爱其子，择师而教之;于其身也，则耻师焉，惑矣。彼童子之师，授之书而习其句读(d?u)者，非吾所谓传其道解其惑者也。句读之不知，惑之不解，或师焉，或不(fǒu)焉，小学而大遗，吾未见其明也。巫医乐师百工之人，不耻相师。士大夫之族，曰师曰弟子云者，则群聚而笑之。问之，则曰:“彼与彼年相若也，道相似也，位卑则足羞，官盛则近谀。”呜呼～师道之不复，可知矣。巫医乐师百工之人，君子不齿，今其智乃反不能及，其可怪也欤～ 圣人无常师。孔子师郯(tán)子、苌(cháng)弘、师襄、老聃(dàn)。郯子之徒，其贤不及孔子。孔子曰:三人行，则必有我师。是故弟子不必不如师，师不必贤于弟子，闻道有先后，术业有专攻，如是而已。 李氏子蟠，年十七，好古文，六艺经传皆通习之，不拘于时，学于余。余嘉其能行古道，作《师说》以贻之。 4.爱莲说 周敦颐(北宋) 字茂叔《周元公集》 水陆草木之花，可爱者甚藩(fán)。晋陶渊明独爱菊。自李唐来，世人甚爱牡丹。予独爱莲之出淤泥而不染，濯清涟而不妖，中通外直，不蔓不枝，香远益清，亭亭净植，可远观而不可亵玩焉。 予谓菊，花之隐逸者也;牡丹，花之富贵者也;莲，花之君子者也。噫～菊之爱，陶后鲜有闻。莲之爱，同予者何人,牡丹之爱，宜乎众矣～ 5.得道多助，失道寡助 《孟子?公孙丑》(战国)名轲 字子舆 天时不如地利，地利不如人和。 三里之城，七里之郭，环而攻之而不胜。夫还而攻之，必有得天时者矣，然而不胜者，是天时不如地利也。 城非不高也，池非不深也，兵革非不坚利也，米粟非不多也，委而去之，是地利不如人和也。 故曰，域民不以封疆之界，固国不以山溪之险，威天下不以兵革之利。得道者多助，失道者寡助。寡助之至，亲戚畔(叛)之。多助之至，天下顺之。以天下之所顺，攻亲戚之所畔，故君子有不战，战必胜矣。 6(生于忧患，死于安乐 《孟子?告子》 舜发于畎亩之中，傅说(yua)举于版筑之间，胶鬲举于鱼盐之中，管夷吾举于士，孙叔敖举于海，百里奚举于市。 故天将降大任于是人也，必先苦其心志，劳其筋骨，饿其体肤，空乏其身，行拂乱其所为，所以动心忍性，曾(增)益其所不能。 人恒过，然后能改;困于心，衡于虑，而后作;征于色，发于声，而后喻。入则无法家拂(bì)士，出则无敌国外患者，国恒亡。然后知生于忧患，而死于安乐也。 7(鱼我所欲也 《孟子》 鱼，我所欲也，熊掌，亦我所欲也，二者不可得兼，舍鱼而取熊掌者也。生，亦我所欲也，义，亦我所欲也，二者不可得兼，舍生而取义者也。生亦我所欲，所欲有甚于生者，故不为苟得也。死亦我所恶，所恶有甚于死者，故患有所不避也。如使人之所欲莫甚于生，则凡可以得生者何不用也,使人之所恶莫甚于死者，则凡可以避患者何不为也,由是则生而有不用也;由是则可以避患而有不为也。是故所欲有甚于生者，所恶有甚于死者。非独贤者有是心也，人皆有之，贤者能勿丧耳。 一箪食，一豆羹，得之则生，弗得则死。呼尔而与之，行道之人弗受;蹴尔而与之，乞人不屑也。 万钟则不辨礼义而受之，万钟于我何加焉～为宫室之美，妻妾之奉，所识穷乏者得我欤,向为身死而不受，今为宫室之美为之;向为身死而不受，今为妻妾之奉为之;向为身死而不受，今为所识穷乏者得我而为之:是亦不可以已乎,此之谓失其本心。 8(劝学 《荀子》(战国)名况 君子曰:学不可以已。青，取之于蓝，而青于蓝;冰，水为之，而寒于水。木直中(zh?ng)绳，以为轮，其曲中规。虽有(又)槁(gào)暴(pù)，不复挺者，使之然也。故木受绳则直，金就砺则利，君子博学而日参(cān)省乎己，则知明而行无过矣。 吾尝终日而思矣，不如须臾之所学也;吾尝跂(qí)而望矣，不如登高之博见也。登高而招，臂非加长也，而见者远;顺风而呼，声非加疾也，而闻者彰。假舆马者，非利足也，而致千里;假舟楫者，非能水也，而绝江河。君子生(性)非异也，善假于物也。 积土成山，风雨兴焉;积水成渊，蛟龙生焉;积善成德，而神明自得，圣心备焉。故不积跬步，无以至千里;不积小流，无以成江海。骐骥一跃，不能十步;驽马十驾，功在不舍。锲而舍之，朽木不折;锲而不舍，金石可镂。蚓无爪牙之利，筋骨之强，上食埃土，不饮黄泉，用心一也。蟹六跪而二螯，非蛇鳝之穴无可寄托者，用心躁也。 9(问说 刘开(清)字明东、方来 号孟涂 君子学必好问。问与学，相辅而行者也，非学无以致疑，非问无以广识。好学而不勤问，非真能好学者也。理明矣，而或不达于事，识其大矣，而或不知其细，舍问，其奚决焉, 贤于己者，问焉以破其疑，所谓就有道而正也。不如己者，问焉以求一得，所谓以能问于不能，以多问于寡也。等于己者，问焉以资切磋，所谓交相问难(nàn)，审问而明辨之也。《书》不云乎,“好问则裕。”孟子论“求放心”，而并称曰“学问之道”，学即继以问也。子思言“尊德性”，而归于“道问学”，问且先于学也。 古之人虚中乐善，不择事而问焉，不择人而问焉，取其有益于身而已。是故狂夫之言，圣人择之，刍荛(ráo)之微，先民询之，舜以天子而询于匹夫，以大知而察及迩言，非苟为谦，诚取善之弘也。三代而下，有学而无问，朋友之交，至于劝善规过足矣，其以义理相咨访，孜孜焉唯进修是急，未之多见也，况流俗乎, 是己而非人，俗之同病。学有未达，强(qiǎng)以为知，理有未安，妄以臆度(duo)， 如是，则终身几无可问之事。贤于己者，忌之而不愿问焉，不如己者，轻之而不屑问焉，等于己者，狎之而不甘问焉，如是，则天下几无可问之人。人不足服矣，事无可疑矣，此唯师心自用耳。夫自用，其小者也;自知其陋而谨护其失，宁使学终不进，不欲虚以下人，此为害于心术者大，而蹈之者常十之。 不然，则所问非所学焉:询天下之异文鄙事以快言论;甚且心之所已明者，问之人以试其能，事之至难解者，问之人以穷其短。而非是者，虽有切于身心性命之事，可以收取善之益，求一屈己焉而不可得也。嗟乎～学之所以不能几(jī)于古者，非此之由乎, 且夫不好问者，由心不能虚也;心之不虚，由好学之不诚也。亦非不潜心专力之敌，其学非古人之学，其好亦非古人之好也，不能问宜也。 智者千虑，必有一失。圣人所不知，未必不为愚人之所知也;愚人之所能，未必非圣人之不能也。理无专在，而学无止境也，然则问可少耶,《周礼》，外朝以询万民，国之政事尚问及庶人，是故贵可以问贱，贤可以问不肖，而老可以问幼，唯道之所成而已矣。孔文子不耻下问，夫子贤之。古人以问为美德，而并 不见其有可耻也，后之君子反争以问为耻，然则古人所深耻者，后世且行之而不以为耻者多矣，悲夫～ 10. 前赤壁赋 苏轼(北宋) 字子瞻 号东坡居士 壬戌之秋，七月既望，苏子与客泛舟游于赤壁之下。清风徐来，水波不兴。举酒属客，诵明月之诗，歌窈窕之章。少焉，月出于东山之上，徘徊于斗牛之间。白露横江，水光接天。纵一苇之所如，凌万顷之茫然。浩浩乎如冯虚御风，而不知其所止;飘飘乎如遗世独立，羽化而登仙。 于是饮酒乐甚，扣舷而歌之。歌曰:“桂棹兮兰桨，击空明兮溯流光;渺渺兮予怀，望美人兮天一方。”客有吹洞箫者，倚歌而和之。其声呜呜然，如怨，如慕，如泣，如诉，余音袅袅，不绝如缕。舞幽壑之潜蛟，泣孤舟之嫠妇。 苏子愀然，正襟危坐而问客曰:“何为其然也,”客曰:“„月明星稀，乌鹊南飞?，此非曹孟德之诗乎,西望夏口，东望武昌，山川相缪，郁乎苍苍，此非曹孟德之困于周郎者乎,方其破荆州，下江陵，顺流而东也，舳舻千里，旌旗蔽空，酾酒临江，横槊赋诗，固一世之雄也，而今安在哉,况吾与子渔樵于江渚之上，侣鱼虾而友麋鹿，驾一叶之扁舟，举匏樽以相属。寄蜉蝣于天地，渺沧海之一粟。哀吾生之须臾，羡长江之无穷。挟飞仙以遨游，抱明月而长终。知不可乎骤得，托遗响于悲风。” 苏子曰:“客亦知夫水与月乎,逝者如斯，而未尝往也;盈虚者如彼，而卒莫消长也。盖将自其变者而观之，则天地曾不能以一瞬;自其不变者而观之，则物与我皆无尽也，而又何羡乎,且夫天地之间，物各有主。苟非吾之所有，虽一毫而莫取。唯江上之清风，与山间之明月，耳得之而为声，目遇之而成色，取之无禁，用之不竭，是造物者之无尽藏也，而吾与子之所共适。” 客喜而笑，洗盏更酌。肴核既尽，杯盘狼藉。相与枕藉乎舟中，不知东方之既白。 11(后赤壁赋 苏轼 是岁十月之望，步自雪堂，将归于临皋。二客从予，过黄泥之坂。霜露既降，木叶尽脱。人影在地，仰见明月。顾而乐之，行歌相答。已而叹曰:“有客无酒， 有酒无肴，月白风清，如此良夜何,”客曰:“今者薄暮，举网得鱼，巨口细鳞，状如松江之鲈。顾安所得酒乎,”归而谋诸妇。妇曰:“我有斗酒，藏之久矣，以待子不时之需。” 于是携酒与鱼，复游于赤壁之下。江流有声，断岸千尺，山高月小，水落石出。曾日月之几何，而江山不可复识矣～予乃摄衣而上，履巉岩，披蒙茸，踞虎豹，登虬龙，攀栖鹘之危巢，俯冯夷之幽宫，盖二客不能从焉。划然长啸，草木震动，山鸣谷应，风起云涌。予亦悄然而悲，肃然而恐，凛乎其不可留也。反而登舟，放乎中流，听其所止而休焉。时夜将半，四顾寂寥。适有孤鹤，横江东来，翅如车轮，玄裳缟衣，戛然长鸣，掠予舟而西也。 须臾客去，予亦就睡。梦一道士，羽衣蹁跹，过临皋之下，揖予而言曰:“赤壁之游乐乎,”问其姓名，俯而不答。“呜呼噫嘻～我知之矣。畴昔之夜，飞鸣而过我者，非子也耶,”道士顾笑，予亦惊寤。开户视之，不见其处。 12(卖炭翁 白居易(唐) 字乐天 号香山居士《白氏长庆集》 卖炭翁，伐薪烧炭南山中。满面尘灰烟火色，两鬓苍苍十指黑。卖炭得钱何所营,身上衣裳口中食。可怜身上衣正单，心忧炭贱愿天寒。夜来城外一尺雪，晓驾炭车碾冰辙。牛困人饥日以高，市南门外泥中歇。 翩翩两骑(jì)来是谁,黄衣使者白衫儿。手把文书口称敕，回车叱牛牵向北。一车炭，千余斤，宫使驱将(jiāng)惜不得。半匹红绡一丈绫，系(jì)向牛头充炭直(值)。 13(木兰诗 《乐府诗集》 北朝民歌 唧唧复唧唧，木兰当户织。不闻机杼声，惟闻女叹息。 问女何所思，问女何所忆。女亦无所思，女亦无所忆。昨夜见军帖(tiě)，可汗大点兵，军书十二卷，卷卷有爷名。阿爷无大儿，木兰无长兄，愿为市鞍马，从此替爷征。 东市买骏马，西市买鞍鞯(jiān)，南市买辔头，北市买长鞭。旦辞爷娘去，暮宿黄河边，不闻爷娘唤女声，但闻黄河流水鸣溅溅(jiàn)。旦辞黄河去，暮至黑山头，不闻爷娘唤女声，但闻燕山胡骑鸣啾啾。 万里赴戎机，关山度若飞。朔气传金柝，寒光照铁衣。将军百战死，壮士十年归。 归来见天子，天子坐明堂。策勋十二转，赏赐百千强。可汗问所欲，木兰不用尚书郎;愿驰千里足，送儿还故乡。 爷娘闻女来，出郭相扶将(jiāng);阿姊闻妹来，当户理红妆;小弟闻姊来，磨刀霍霍向猪羊。开我东阁门，坐我西阁床，脱我战时袍，着我旧时裳，当窗理云鬓，对镜帖(贴)花黄。出门看火(伙)伴，火伴皆惊忙:同行十二年，不知木兰是女郎。 雄兔脚扑朔，雌兔眼迷离;双兔傍(bàng)地走，安能辨我是雄雌, 14.石钟山记 苏轼 《水经》云:“彭蠡之口有石钟山焉。”骊元以为下临深潭，微风鼓浪，水石相搏，声如洪钟。是说也，人常疑之。今以钟磬置水中，虽大风浪不能鸣也，而况石乎～至唐李渤始访其遗踪，得双石于潭上，扣而聆之，南声函胡，北音清越，枹(fú)止响腾，余韵徐歇。自以为得之矣。然是说也，余尤疑之。石之铿然有声者，所在皆是也，而此独以钟名，何哉, 元丰七年六月丁丑，余自齐安舟行适临汝，而长子迈将赴饶之德兴尉，送之至湖口，因得观所谓钟者。侍僧使小童扶斧，于乱石间择其一二扣之，硿硿(kōng)焉，余固笑而不信也。至莫(暮)夜月明，独与迈乘小舟，至绝壁下。大石侧立千尺，如猛兽奇鬼，森然欲搏人;而山上栖鹘(hú)，闻人声亦惊起，磔磔(zh?)云霄间;又有若老人咳且笑于山谷中者，或曰此鹳(guàn)鹤也。余方心动欲还，而大声发于水上，噌(zēng)吰(h?ng)如钟鼓不绝。舟人大恐。徐而察之，则山下皆石穴罅，不知其浅深，微波入焉，涵淡澎湃而此为此也。舟回至两山间，将入港口，有大石当中流，可坐百人，空中而多窍，与风水相吞吐，有窾(kuǎn)坎镗(tāng)鞳(tà)之声，与向之噌吰相应，如乐作焉。因笑谓迈曰:“汝识之乎,噌吰者，周景王之无射也，窾坎镗鞳者，魏庄子之歌钟也。古之人不余欺也～” 事不目见耳闻，而臆断其有无，可乎,骊元之所见闻，殆于余同，而言之不详;士大夫终不肯以小舟夜泊绝壁之下，故莫能知～而渔工水师虽知而不能言。 此世所以不传也。而陋者乃以斧斤考击而求之，自以为得其实。余是以记之，盖叹骊元之简，而笑李渤之陋也。 15(五人墓碑记 张溥(明) 字天如 《七录斋集》 五人者，盖当蓼(liǎo)洲周公之被逮(dài)，激于义而死焉者也。至于今，郡之贤士大夫请于当道，即除魏阉废祠之址以葬之;且立石于其墓之门，以旌(jīng)其所为。呜呼，亦盛矣哉～ 夫五人之死，去今之墓而葬焉，其为时止十有一月耳。夫十有一月之中，凡富贵之子，慷慨得志之徒，其疾病而死，死而湮没不足道者，亦已众矣;况草野之无闻者欤,独五人之皦皦(jiǎo)，何也,