Dr. Roger Greenaway Dr. Roger Greenaway trains facilitators, educators, trainers and consultants to bring out the full benefits of active and experiential learning. He works with training organisations, training departments and educational institutions - worldwide. His Train-the-Trainer workshop was widely successful in Shenzhen in 2011 and he will be presenting another TTT in Shanghai in May of 2013.

The Art of Reviewing

回顾反思的艺术

Copyright © Sino Associates & Roger Greenaway 2013-2023. All Rights Reserved.

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Introduction

Learning is a creative process. Facilitating learning is at

least as creative. It is an art. When reviewing experience

it sometimes pays to follow clearly sequenced models,

but the best reviews often flow from intuitive judgements

about what will work best. This paper aims to help you

develop the quality of your intuitive judgement without

abandoning your favourite model for reviewing.

What is reviewing?

Purpose or effect is to enhance the value of a recent

experience. This includes reflection, communication,

analysis, feedback and any looking ahead that arises

from such processes. Alternative terms for ‘reviewing’

are ‘processing’, ‘debriefing’ and ‘reflection’. A little

confusingly, the term ‘reviewing’ applies both to what the

learner does (e.g. when interpreting experience) as well

as to what the facilitator does (e.g. when facilitating the

interpretation of learners’ experiences).

In a group setting there are many extra opportunities for

reviewing. This paper is about reviewing in groups, but

much of what follows is also relevant to reviewing one-to-

one. I will first describe some key turning points in my own

development as a facilitator of learning.

Knowing what not to do

When I changed career from a teacher to a trainer, I was

introduced to the world of ‘non-directive facilitation’. My

initial understanding of this principle was that I should

never give away any answers, any opinions, any advice, any

anything... until one day, one particular group of learners

简介

学习是一个需要有创意的过程。辅导学习则不

仅仅是有创意，它更像是一门艺术。在我们回顾自

己的经历时，有时候完全按照事情发生的顺序去回

顾经历可能就会有学习效果。但我们也会发现，最

好的带领回顾的办法往往是当时培训师用直觉判断

出来的。本文旨在帮助您进一步提高直觉判断的质

量，并且不必丢掉您原来习惯的回顾反思办法。

什么是回顾？

做“回顾”是为了增强你最近一次经历带给你

的价值。这其中包括了反思、沟通、分析、反馈和

任何由此衍生出来的行为。“回顾”又可被称为“加

工”，“引导学习”和“反思”。这个概念可能会

让一些人有点模糊，回顾不仅可以用来描述学习者

的行为（例如解释自身的经历），也可以描述辅导

者的行为（例如帮助学员解释其经历）。

在团队培训中有很多回顾的机会，本文讨论的

是团队中的回顾行为，但这些内容当然也与一对一

的回顾行为有关。我首先会介绍我自己在成为一个

辅导师路上的几个关键转折点。

“This paper aims to help you develop the quality of your intuitive judgement without abandoning your favourite model for reviewing

本文旨在帮助您进一步提高直觉判断的质量，并且不必丢掉您原来习惯的回顾反思办法。”

知道不该做什么

当我放弃教师的职业成为培训师时，我了解到

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dragged me out from my ‘non-directive’ shell and insisted

on getting to know more about this mysterious facilitator

who gave so little away. So I had succeeded in learning how

to be ‘non-directive’, but I now needed to learn how to be

so in a more friendly, open and facilitative way.

Through non-directive facilitation I had learned to step

back and vacate the space traditionally reserved for

teaching. But I was forgetting about other important

principles. One was about setting an example (serving as a

role model of an effective learner).Retreating into my own

shell did not necessarily make others want to come out of

their own shells. I now felt that I needed to come out of

my own shell to demonstrate that it was safe, enjoyable

and beneficial to do so. If I expected participants to take

risks and learn from their risks, perhaps it would be helpful

if I could show the way, or at least join in as a learner. So I

would say something like this: ‘’I am here to learn as well.

Some of my learning goals are similar to yours, some are

different. I would like us to work in a way that allows us all

to learn from each other. The more we each learn (including

me), the more we all learn.’’

I was much more comfortable with the idea that I was a

learner rather than being a ‘non-’something. I now found

it more helpful knowing what to do, rather than knowing

what not to do.

Making learning difficult

I settled for some time with the idea that I was a ‘facilitator

of learning’ - someone who makes it easy for others to

了这种“非指导型的辅导方式”。我最初对这条原

则的理解是，我不应该给任何答案、意见、建议、

哪怕是一丁点的信息……直到有一天，一组学员把

我拖出了这个“非指导”的壳，并坚持一定要了解

我这个什么都不愿意说的神秘辅导师。看来，当时

我确实成功掌握了“非指导型”的技巧，只是我需

要去学习如何表现得更友善、开放，及更具辅导性了。

通过我这段提供“非指导型辅导”的经历，我

学会了退出传统教育者的位置。但我却忘记了其他

的重要原则：要树立榜样（起到有效学习者的模范

作用）。缩进我自己的壳里并不能帮助别人愿意从

他们自己的壳里出来。我现在明白我需要从自己的

安全区中出来，并证明这样做是安全的、愉快的和

大有稗益的。如果我希望其他参与者也愿意冒这个

险并能从中学到些什么，那可能最好的方法就是我

以身作则，或者至少陪他们一起冒险。因此我一般

会这样跟他们说：“和你们一样，我也是来学习的。

我的学习目标和你们中的一些学习目标相同，与一

些目标不同。我希望我们能够找到办法一起互相学

习。只要在这的每个人（包括我）都能多学一点，

那么我们所有人总共学的就更多了。”

我觉得我更愿意作为一个学习者而不是一个“非

什么什么型”的人出现，我现在觉得知道该做什么

比知道不该做什么更有用。

学习就应该迎难而上

有段时间我对自己的定义是一名 “学习辅导

师——一个让学习变得简单的人”。我就这么舒适

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learn. But I was then awoken from this very comfortable

idea by a colleague who insisted that his job was to make

learning difficult for others! His argument went something

like this: ‘’It is questions and curiosity that drive learning.

Once learners think they have the answers, they stop

asking questions and soon stop learning. As facilitators of

learning we shouldn’t let certainty or complacency stifle

curiosity. We shouldn’t provide ready-meals of learning

in easily digestible chunks. Our job is to ensure that

participants are fully engaged in the process of learning.

The more that participants work at their learning, the more

they will learn ... the more they put in, the more they get

out ... no pain, no gain. Our job is to maximise learning, not

to make learning easy.’’

What follows is not a step by step guide to make reviewing

easy. It is more of a collection of signposts indicating ideas

and issues worth visiting (or re-visiting).

Sequencing

There could be as many good reviewing sequences as there

are ways of having good conversations. Unfortunately, many

people stick to one or two favourite methods or models.

However good these favourites are, the art of good

conversation and the art of good reviewing are unlikely

to be discovered or developed if they are based around

only one or two patterns or ‘proven formulae’. Sometimes

地定义着自己，直到有一天，我被一位同事的一番

话惊醒了。他认为我们的工作应该是让学习更难。

他大概是这么说的：“是疑问和好奇心驱使着我们

去学习，当人们以为自己无所不知，他们就不会再

去问问题，接着很快就不会再学习了。身为辅导师

的我们不应该让自以为是和自满扼杀了好奇心。我

们不应该让学习者饭来张口，衣来伸手。我们的任

务是让参与者完全沉浸于学习的过程中。学习者花

更多精力在学习上，他们的收获则会更多。没有付

出就没有收获。我们的任务是让学习者尽其所能地

学习，而不是让学习过程变得轻松容易。”

以下不是教您如何让回顾变得简单。它更像是

一组指示牌，告诉你哪个方向值得试试（或经常去

试试），值得去探寻灵感或问题。

“It is questions and curiosity that drive learning. Once learners think they have the answers, they stop asking quest ions and soon s top learning

是疑问和好奇心驱使着我们去学习，当人们以为自己无所不知，他们就不会再去问问题，接着很快就不会再学习了 ”

定序

好的回顾顺序就像好的对话方式一样多。不幸

的是，很多人只会用一到两种方法和模型。无论您

最喜欢的方式有多好，好的谈话艺术和好的回顾艺

术一样，如果只建立于一或两种固定模式或所谓的

公式上，都难以被发现或发展。有时候，培训师随

意开始一个回顾过程，不需要什么特定的回顾顺序

设计，学员就能获得感悟。而更多时候，学员要在

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it pays to start a review and see where it goes. At other

times participants will benefit from a carefully sequenced

review. Both strategies have their place. Both strategies

can also work well in combination - for example by having

a sequenced conclusion to a free-flowing discussion. But

without any sequencing at all, even the most able groups

and individuals will readily fall into traps that get in the way

of learning.

Here are some of the common traps that appear when

reviews are poorly sequenced:

◆ jumping to conclusions - and making false assumptions

◆ not getting anywhere – unproductive meandering

◆ clichéd conversations - superficial, repetitive

◆ post mortems - spiralling down into negativity and

ignoring achievements

◆ paralysis by analysis - and perhaps also not seeing the

wood for the trees

◆ jumping ahead - moving into the future before learning

from the past

◆ limited focus - typically on the last thing that happened,

or following the interest of the most dominant participants

◆ scattered focus - with different people at different

stages of reviewing - causing needless confusion and

conflict

Sequencing is not the only answer to all of the above

problems, but having an understanding of sequencing can

certainly help you identify the problem and find a solution

worth trying.

Sequencing requires two kinds of decision. One decision

小心计划好的回顾顺序下才能有所得。两种方式都

有自己的特点，两种方式也可以很好地结合在一

起——比如从松散无序的讨论中引导出有序的结论。

但是假如在整个回顾中完全没有任何定序，哪怕是

最厉害的学员组也很容易跌入阻碍学习的陷阱中去。

以下是当回顾过程没有被合理定序后会出现的

一些常见陷阱 :

• 草率决定—和错误的假设

• 徒劳无功——无意义地打转

• 陈腔滥调——肤浅，重复

• 事后诸葛亮——在负能量中打转忽略了所得

成就

• 分析不足——一叶障目，不见泰山

• 急于求成——只向前看却忘了向过去学习

• 目光狭隘——只关注最后发生的事，或盲目

跟从有影响力的几个学员的想法

• 分散注意——不同的人处于不同的回顾阶

段，从而产生不必要的矛盾和纷争

为回顾定序并不是解决以上问题的唯一办法，

但对定序有所了解至少一定能帮您发现并找到解决

这些问题的值得尝试的方法。

要合理定序需要先决定两类事情：一是要决定

在回顾序列里做什么，二是要决定按什么顺序做这

些事情。其实还有第三个决定：可以决定序列中的

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is about what to include in the sequence. The other

decision is about the order in which these items are

considered. There is also a third kind of decision which is

about whether the items in the sequence are simply ‘for

discussion’ or could be tackled more productively using

other reviewing methods (see the website reference at the

end of this paper).

What to include

It may not be realistic to include all of the features listed

below on every occasion (especially when there is not

much time for a review) but over a series of reviews it

would usually be important to include all of these aspects:

◆ past and future - and also the experience of the review

itself

◆ positive, negative and interesting aspects - suitably

balanced

◆ individual and group perspectives - both ‘I’ and ‘we’

statements

◆ feedback to everyone or to selected individuals - ‘you’

statements

◆ something for all learning styles - however these are

defined

◆ some negotiation about the process and purpose of the

review

◆ a sense of importance and a sense of humour

◆ support and challenge in a spirit of inquiry and a review

of the review!

No list can be complete and comprehensive. Other

writers on the subject of reviewing (or ‘processing’ or

‘debriefing’ or ‘reflection’) emphasise different aspects.

内容是“仅供讨论”还是能通过其他的回顾方法进

行更有效的使用（详情请见本文末的引用网页资源）。

“Sequencing is not the only answer to all of the above problems, but hav ing an understanding of sequencing c a n c e r t a i n l y h e l p y o u identify the problem and find a solution worth trying.

为回顾定序并不是解决以上问题的唯一办法，但对定序有所了解至少一定能帮您发现并找到解决这些问题的值得尝试的方法 ”

回顾包括什么？

有时候可能难以在回顾中包括以下所有列出的

内容（特别是当时间紧迫时），但在同期进行的一

系列回顾中，这些方面都是值得被涵括的：

• 包括过去和将来——甚至包括回顾过程本身

• 包括正面的，负面的和有意思的关注点——

保持适当的平衡

• 从个人和团体视角进行回顾——需要既有

“我”，又有“我们”

• 对每个人或是部份人的反馈——“你”“你们”

• 照顾到所有的学习方式——无论这些学习方

式是如何定义的

• 协商回顾过程的和指出进行回顾的目的

• 既让大家感觉到事情的重要性和又不失幽默

感

• 通过不断提问甚至对回顾本身的回顾来支持

和挑战回顾过程

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For example, Thiagi (http://www.thiagi.com) recommends

drawing up seven lists as a starting point for reviews.

Such thoroughness seems to require a particularly high

commitment to reviewing.

The collection and displaying of such information clearly

makes it easier to recall key moments or key aspects during

subsequent discussion. Such lists can also be particularly

useful, according to Thiagi, in helping learners to make

connections to the workplace.

If I use lists, it is usually when I ask participants to create

a list of all the topics or questions they are interested in

exploring after an event or exercise. This is the first part

of an agenda setting exercise. But what next? In what

order should these topics or questions be tackled and how

should they be tackled?

Order! Order!!

Here are five general principles about sequencing in

reviewing, whatever particular sequence you happen to be

following.

VARIATIONS

Don’t spoil a stimulating training event with a predictable

and one-dimensional approach to reviewing. There is no

single ‘best’ or ‘correct’ sequence for reviewing. There are

an infinite number of sequences that will work well.There

are also common traps awaiting poorly sequenced reviews

(see above). It is therefore useful to use a sequence that

avoids common traps, while being open to variations and

adaptations.

• 没有一个清单可以做到绝对完整和全面。其

他作者在“回顾”（或“加工”或“引导学习”或“反思”）

这个话题上都有不同的侧重点。例如，Thiagi (http://

www.thiagi.com) 建议列出七个列表作为回顾的起点。

这般透彻的回顾对大家的精力投入有很高的要求。

这种收集和展示相关信息的方法无疑能帮助大

家在随后的讨论中回忆起经历中的关键时刻或者关

键方面。Thiagi 认为，这种方式可以帮助学员把所学

知识应用到工作上。

在我用清单的时候，通常是我要求参与者列出

所有他们希望在随后的活动和练习中进行体会的感

兴趣的方面和问题。这只是议程设定活动中的第一

部分。然后呢？这些问题和话题应该按照什么顺序

被解决，应该如何解决？

顺序！顺序！！

以下是五个回顾过程中定序的基本原则，无论

您是用哪种方法定序都需要注意。

保持变化性

不要用一种单一的，可预测的回顾方式来毁了

一场能带来很多感悟的培训。定序并没有一个“最好”

或是“正确”的方式，有效的定序方式有无数种。

定序不好的回顾方式会带来很多学习陷阱（见

上文），所以我们应该用好的定序来避开陷阱，同

时也要做到多变性和适应性。

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ASSUMPTIONS

Be careful not to assume that a review begins at the start

of the ‘official’ reviewing session.

Some important informal or independent reviewing may

have already taken place. For example, if participants have

already spent time independently on stage 1 and stage 2

(of your particular sequence), they may be ready to dive

into stage 3 at the start of your review session. Also, the

more that participants get into the habit of reviewing,

the greater the chances that they will be doing reviewing

(formally or informally) during the training exercises. So

even if you start your review immediately after a training

exercise, you may still find that plenty of reviewing has

already taken place. The best starting point is not always

stage 1.

TRANSPARENCY

There may be occasions where you want to take full

responsibility for the sequencing of a review (and keep

your cards close to your chest). But it is usually helpful if

participants are aware of the general principles that you

are using for sequencing reviews, as well as knowing the

particular sequence for the current review - if you have

one in mind. This is partly to avoid chaotic situations such

as when:

◆ one person is talking about the future

◆ another is still preoccupied with what happened

◆ two others are engaged in giving and receiving feedback

◆ someone else is really excited about a personal insight

that has popped up

注意假设

注意，不要想当然地假设回顾有一个“正式”

的开始。

有些重要的非正式的或是独立的回顾可能已经

开始了。例如，如果学员已经各自在你设定顺序里

的第一和第二阶段中花了一些时间，他们可能在正

式开始回顾时就已准备好进入第三阶段的回顾了。

另外，学员对回顾过程越熟悉，那么他们越有可能

在活动当中时就已经在进行正式或非正式的回顾了。

所以即使你在培训环节结束后立刻开始回顾，你会

发现回顾行为其实早已发生了。最好的起点并不总

是第一阶段。

“But it is usually helpful if participants are aware of the general principles that you are using for sequencing reviews, as well as knowing the particular sequence for the current review - if you have one in mind. 但是通常来讲，让学员了解到您对这个回顾设定的基本顺序以及当下的所处阶段会更好。”

提供透明性

有时候您可能希望自己一个人控制回顾的顺序

（并且守口如瓶）。但是通常来讲，让学员了解到

您对这个回顾设定的基本顺序以及当下的所处阶段

会更好。这可以在某种程度上避免以下几种混乱的

状况：

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◆ another is trying to steer things back to the original

purpose of the review.

TRANSFER

There is another important reason why you should

generally try to be transparent about the sequence, and

this applies especially if you are asking participants to

take responsibility for their own learning. The point is

this: whatever the overall purpose of the training, the

transferability of what people learn will be enhanced if

they are also learning about how they are learning.

Participants will be more effective learners during and

after the course if you can make the learning processes

transparent. Transparency about learning processes assists

transfer - especially if further learning from experience will

be necessary when participants are trying to implement

changes back in the workplace.

PACE

Sequences are sometimes presented in the form of a list

- as for an agenda. Sequences can also be represented in

the form of a cycle. So one decision you need to make is

whether the whole review is to be structured as one giant

cycle (or list), or whether the goal(s) of the review would

be better achieved by making several journeys round a

cycle. This raises the issue of whether a learning cycle is the

equivalent of a ‘lesson plan’ for the facilitator, or whether

each participant is travelling around their own unique

learning cycle - and if so, do they do so each at their own

• 某人在讨论未来

• 另一个人还在思考当下发生的事

• 另外两人还在相互给反馈

• 有个人在为自己的灵光一闪感到兴奋

• 还有一个人在试图将话题拉回到回顾本身上

学习转移性

让整个回顾的顺序保持透明还有另外一个重要

的原因，尤其是当你希望学员为自己的学习负责任

时。这个原因就是，无论培训的目的是什么，当人

们能注意到自己是怎样学习时，学习的可转移性也

会提高。

如果您能让学习过程更加透明，那么学员在培

训中和培训后的学习效率都会提高。学习过程的透

明性有助于学习的转移——特别是当学员在经验中

学习，并希望能将学习点和体会带到工作环境中时。

注意节奏

回顾顺序有时候会以列表的形式呈现 – 就如

作为一个设定好的议程时 , 有时又会以循环的形式

呈现。所以您应当想好 , 是把回顾反思过程构架成

一个大循环或是列表模式，还是需要多次循环的回

顾以达到更好的学习效果。这引出了一个问题：对

于辅导师来说，一个回顾循环是否就是一个“学习

计划”，还是说，其实每个学员都有自己独特的学

习流程？如果是后者，那他们是按各自的节奏还是

一起有个整体的节奏呢？

无论你定的是什么样的学习计划，你一定要注

意每位学员的学习进度。例如：

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pace or in unison with others? Whatever your plan, you

certainly need to pay attention to the stage at which each

individual actually is in the learning process. For example:

◆ Is anyone so immersed in feelings that they are not

ready to stand back and take a more objective view?

◆ Is anyone so anxious about relevance to work that they

are not paying attention to the here and now?

◆ Is anyone so committed to thinking that they overlook

feeling?

◆ Was anyone so inattentive or so unmoved that the

‘experience’ has passed them by?

Four suits and a joker

It is time I showed my cards. I often follow a four stage

reviewing sequence that is compatible with most of the

principles outlined above. It has evolved from many

sources - originally from my own informal research while

working at Brathay as a development trainer, and more

recently as a training aid when training facilitators. The

fullest account of this cycle is published on my website

(http://reviewing.co.uk) in the form of a tutorial about the

‘reviewing cycle’. I will give a brief account of it here - in a

way that emphasises the differences between the red and

the black zones. These two zones can be overlaid on any

model of experiential learning.

The first two stages of this four stage reviewing sequence

are represented by the red suits: diamonds and hearts.

Stages 3 and 4 are represented by the black suits: spades

and clubs. The Joker is the wild card that allows exceptions

• 有没有人太沉溺于活动中的感受因而难以退

一步去客观地看待事实？

• 有没有人太急于将学习点联系到工作上而难

以注重此时此刻的经历？

• 有没有人太在意理性思维而忽视了情绪感

受？

• 有没有人因为心不在焉而根本没注意到本应

该体会到的经历？

四种花色和一个小丑

是时候看下我的底牌了。我经常使用一个四阶

段循环的回顾，它与上述所列的原则基本吻合。我

的灵感来自于很多地方——最初是来自我在 Brathay

作为拓展培训师时私底下研究，同时也来自我近期

作为培训辅导师时的经历。这种方法的完整版可以

在我的网站上 (http://reviewing.co.uk) 找到，以教程

的形式来展示“回顾的循环”。我在此简单介绍一下，

着重指出黑色与红色区的不同。这两个区域可以使

用在所有的体验式学习中。

在这个四阶段的回顾循环中，红色花色代表前

两个阶段：方片和红心；黑色花色代表第三第四阶

段：黑桃和梅花。小丑是一张万能牌，代表着允许

回顾循环里出现的一切意外和变化。红色和黑色各

有自己的意义。红色代表已经发生的事情（方片—

有很多平面／角度的宝石）和体会到的感受（红心）。

红色代表能让学习者吸取的经验，强调的是经验的

交流。黑色代表的是从经验中获得的体会和学习。

黑桃像一个铲子，是挖掘工具——分析，调查，解

释等等。梅花代表未来的成长——包括预测、选择、

计划、演练或者“守住梦想”。红色代表经验，黑

色代表学习。

11

and variations at any point on the cycle. The colours red

and black have a special significance. Red represents what

happened (DIAMONDS - a precious stone with many faces/

perspectives) and what was experienced (HEARTS). The red

side represents the experiences from which the learning

may be drawn. The red side emphasises communication of

the experience. The black side represents what is learned

or gained from the experience. The SPADE is a tool for

digging - for analysis, investigation, interpretation, etc.

The CLUB represents future growth - in many possible

directions that may involve predictions, choices, plans,

rehearsals or ‘keeping dreams alive’. Red represents

experience; black represents learning.

Playing red cards

Some facilitators are most at home in the red zone. There

could be many reasons why they prefer red to black.

An important benefit arising from spending ‘quality time’

in the red zone is that participants become more aware

of self and others and of the nature of the event. They

become much better acquainted with personal and shared

experiences from which their learning will be drawn.

Spending ‘quality time’ in the red zone increases the

chances that any subsequent learning will be well grounded

in a rich appreciation of the original experience. ‘Quality

time’ in the red zone helps to ensure that subsequent

learning is substantially based on what was actually

experienced. Time in the red zone also tends to develop

attentive listening, empathy and mutual understanding.

These are valuable achievements in themselves. They also

generate rich data and enhanced levels of communication

to feed into the rest of the cycle.

出红牌

有些辅导师在红色区域里感到最自在。偏好红

色而不是黑色的理由很多。

学员在红色区域里多花时间确实是有好处的，

能让他们多了解自己、其他人以及这个活动的本质。

他们会对独自的和团体共同的经历更熟悉。在红色

区域中的多花些高质量的时间可以为后续的学习打

好坚实的、基于当前这个经历的学习基础。也就是说，

确保学习来自于这次实际的经历，而不是来自其他

的经历或空想的道理。在这个红色区域多花点高质

量的时间也可以促进倾听技能，同理心和相互理解。

这些对学员来说，都是很有价值的成就。他们同时

也可以积累很多数据，提高沟通的水平，有助于接

下来的回顾循环。

12

Playing black cards

Some facilitators are most at home in the black zones. This

is what facilitators are (generally) paid to produce: the

learning outcomes and the changed behaviour back in the

workplace.

But there can be many other reasons why black gets most

attention. The benefits of the black zone tend to be more

self evident. This is where the more tangible results are

generally found. The consequences of moving into the

black zone too soon can readily be worked out by referring

back to the benefits of spending ‘quality time’ in the red

zone. Learning that is poorly grounded in experience tends

to be less dependable, less valued and less memorable.

Rushing through the black zone would mean learning very

little of substance. The experience might have been highly

memorable, but any learning would be easily forgettable.

The joker

The joker is the wild card that you can play at any time.

The joker does not take this (or any other) model too

seriously.

The joker gives the system a human face.

The joker keeps you alert to contradictions.

The joker challenges procedures.

The joker is sharp, quick and perceptive.

The joker brings fresh perspectives.

The joker is alive and dynamic.

Above all, the joker lets you trust your judgement and play

出黑牌

有些辅导师在黑色区域感到比较自在。这是大

部分辅导师被雇用的原因：学习的成果和因此引起

的工作行为的变化。

但是黑色区域受到重视还有其他原因。黑色区

域的好处是不言而喻的。这里产生大部分切实的效

果。注意不要过快进入黑色区域，如果过快进入这

个区域，其产生的负面效果可以从之前提到的，在

红色区域多花时间的好处中推算出来。根基不坚实

会使学习变得不太可靠，不那么有价值也更难让人

记住。仓促结束黑色区域的话，学到的实质东西很少。

经验虽然印象深刻，但是学习的收获则很有可能不

被学员记住。

小丑牌

小丑牌是你随时可以打出的万能牌。

小丑牌不需要严格遵循任何回顾模型。

小丑牌能保持整个回顾系统人性化的一面。

小丑牌能让你注意到回顾系统中可能出现的各

种相对的事物。

小丑牌能挑战所有既定的流程。

小丑牌尖锐灵敏而富有洞察力。

小丑牌带来新的观点。

13

your own game.

Every game needs a joker.

Every model has exceptions.

Playing the joker

Some facilitators are most at home playing the joker. Again,

there may be a whole host of reasons why this is so. In the

context of this paper, let us see the joker as a reminder that

reviewing is an art. Whatever model or theory you use to

guide your facilitation of reviewing, remember to balance

RED and BLACK, and remember the JOKER - for any or all

of the reasons listed above. Learning is a creative process.

Facilitating learning is also a creative process - an intuitive

balancing act between models and jokers

The author

Roger Greenaway provides trainer-training in reviewing

skills in the UK and in many countries around the world.

These events draw on Roger’s extensive background in

experience-based training, trainer-training and research

- which includes his doctorate in management learning.

Roger is the author of several articles and books about

reviewing. He also publishes the email newsletter ‘Active

Reviewing Tips’ - part of a comprehensive website which is

becoming an encyclopaedia of reviewing methods.

小丑牌是鲜活而又精力充沛的。

最重要的是，小丑能让你相信自己的判断并且

让你按自己想法出牌。

每场牌局都需要小丑。

每个模型总有例外。

出小丑牌

有些辅导师打小丑牌时最自在。同样，这样做

也是能找到很多原因支持的。在本文中，姑且认为，

小丑的存在就是提醒着我们回顾反思是一门艺术吧。

无论你使用什么样的模型或者理论来指导你的回顾

环节，记得要平衡红黑两色并且记得小丑牌——因

为前文所述的理由。学习是一个需要有创意的过程。

辅导学习同样也是如此——需要凭借直觉来平衡模

型和小丑牌。

有关作者

Roger Greenaw 博士在英国及其他许多国家提供

培训培训师回顾技巧课程。这些培训的内容来自于

Roger Greenaway 博士大量的体验式培训的经验，培

训培训师的经验和包括他管理培训博士学位在内的

研究。Roger 已经出版了有关回顾的几本书籍和众多

文章，他还针对“积极回顾小提示”向有兴趣的培

训师提供邮件简报——内容来自他的综合性网站，

其网站现已成为现有的“回顾技巧”的百科全书。

Find out more about reviewing点击了解更多回顾反思技巧

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