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首页> 外文期刊>The Journal of Workplace Learning >Employees' and managers' accounts of interactive workplace learning: A grounded theory of 'complex integrative learning'
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Employees' and managers' accounts of interactive workplace learning: A grounded theory of 'complex integrative learning'

机译：员工和管理者对交互式工作场所学习的说明：“复杂的集成学习”的扎根理论

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Purpose - The purpose of this paper is to investigate employees' and managers' accounts of interactive learning and what might encourage or inhibit emergent learning. Design/methodology/approach - The approach taken was a constructivist/social constructivist ontology, interpretive epistemology and qualitative methodology, using grounded theory method. Data collection included semi-structured interview, "complete this sentence" and "scenarios" from 51 respondents: 22 managers and 29 employees in four private sector organisations. As respondents' theories emerged, these informed the next round of data collection, this process named "theoretical sampling". Managers and employees were asked about perceptions of their own role and the other's roles in learning. Findings - Reciprocity and participative learning involving managers and employees emerged. There was dynamism to the data and evidence of both Billett's notion of affordances and Stacey's patterns of local interactions. Employees encouraged learning through peer discussions, and motivation/personal initiative. Managers encouraged learning through have a go coaching, formal training opportunities and working with company structure and resources. The data support the idea of complex and integrated learning. Practical implications - The data informed both managers and employees in such a way as to highlight the dynamic and complex interactions around learning processes. One practical implication is employee and manager training in emergence and complexity as learning environments. Ideas of complex responses and patterns of local interaction resonated with the data more than particular typologies of learning. Originality/value - This paper captures insights, especially from employees, into the dialogue and dynamism of their learning opportunities, whilst supporting existing theories. The need for managers to "learn" employees' local interaction patterns emerged as a future research agenda, alongside the need to penetrate the social space of employee learning more deeply.
机译：目的-本文的目的是调查员工和经理对交互式学习的看法以及可能鼓励或抑制紧急学习的因素。设计/方法论/方法-采用扎根理论方法的方法是建构主义/社会建构主义本体论，解释性认识论和定性方法论。数据收集包括半结构化访谈，“完成这句话”和来自51个受访者的“方案”：四个私营部门组织中的22名经理和29名员工。随着受访者理论的出现，这些知识为下一轮数据收集提供了依据，这一过程称为“理论抽样”。经理和员工被问及对自己的角色以及他人在学习中的角色的看法。调查结果-涉及经理和员工的互惠和参与式学习出现了。 Billett的负担能力概念和Stacey的本地互动模式的数据和证据都充满了活力。员工鼓励通过同事讨论和动机/个人积极性来学习。经理们鼓励通过进行学习来进行教练，正式培训机会以及与公司结构和资源一起工作。数据支持复杂和集成学习的想法。实际意义-数据以强调学习过程中动态而复杂的交互的方式通知了管理人员和员工。一个实际的含义是员工和经理在学习环境中的出现和复杂性方面的培训。复杂的反应和局部交互模式的想法比数据更能引起共鸣，而不是特定的学习类型。独创性/价值-本文在支持现有理论的同时，尤其是从员工那里获取了对他们学习机会的对话和活力的见解。对于管理人员“学习”员工本地互动模式的需求已成为未来的研究议程，同时也需要更深入地渗透员工学习的社会空间。

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