拓展性—限制性学习:一种工作场所学习的研究框架

发布时间：2018-03-10 04:03

本文选题：工作场所学习　切入点：双元制　出处：《开放教育研究》2016年04期 　论文类型：期刊论文

【摘要】：本研究在分析工作场所学习特点的基础上,采用拓展性—限制性学习框架工作场所学习的场景特征作了区分。其中,拓展性学习是组织鼓励、引导学习者不断超越现有工作范围的学习,限制性学习是组织限制学习者的学习范围以促进组织发展的学习。2011-2014年间,本研究选取苏州工业园区和苏州高新区的六家制造企业,采用观察和深入访谈方法,探究新员工在公司的学习场景和学习活动。研究的企业包括大型、中型和小型公司,分属三个特点不同行业。研究发现企业存在三类拓展性学习形式,这些拓展性学习形式较好地整合了组织发展与个人发展。拓展性—限制性学习框架揭示了两类不同工作场所学习模式,为我们观察和评价组织行为提供了新的工具。
[Abstract]:Based on the analysis of the characteristics of workplace learning, this study distinguished the workplace learning by using the extensive-restrictive learning framework, in which extended learning was encouraged by the organization. To guide learners to learn beyond their existing scope of work. Restrictive learning is to organize learners' learning to promote organizational development. During the period 2011-2014, six manufacturing enterprises in Suzhou Industrial Park and Suzhou High-Tech Zone were selected in this study. Using observational and in-depth interviews to explore the learning scenarios and activities of new employees in the company. Companies studied included large, medium and small companies, They belong to three different industries. The study found that there are three types of extended learning in enterprises. These extended learning forms better integrate organizational development and personal development. The extensive-restrictive learning framework reveals two different types of workplace learning models and provides a new tool for us to observe and evaluate organizational behavior.
【作者单位】：曲靖师范学院经济与管理学院;
【基金】：2015-2017年云南省本科高校转型发展支撑产业升级“管理学重点专业群”建设项目 2012年度苏州高新区产教融合项目“学子成才”专项基金
【分类号】：G720

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