拓展性-限制性学习：一种工作场所学习的研究框架

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。%Based on the analysis ofcharacteristics ofworkplace learning (WPL),the authors put forward the restric-tive-expansive research framework ofWPL.Expansive learning is the way organizations encourage and guide learners to go beyond the existing scope ofwork learning;while on the other hand,restrictive learning is the way organizations restrict learners from individual learning development.Both ofthem have a number ofcorresponding features.The learning framework was utilized in this case study that analyzing 6 enterprises with different learning situations and learning activities in Suzhou Industrial Park and Suzhou New and High-Tech Zone,using methods ofobservation and in-depth interviews.The research objects include large,medium-sized and small companies,which belong to three in-dustries with varied characteristics.It is advised that enterprises can adopt three types ofexpansions oflearning,which facilitates the integration oforganizational development and personal development.The expansive and restrictive learn-ing framework has revealed two different types ofworkplace learning models,which provides a new tool for the observa-tion and evaluation oforganizational behavior.