领导者的日常实践学习研究
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摘要
早在20世纪80年代,有学者就提出领导者主要是在实践中学会领导的观点。然而,领导者究竟是如何在实践中学会领导则仍然未得到充分解释。与此同时,在工作场所学习研究领域,专业人员主要在实践中学习、通过实践学习和依靠实践学习的观点也已经成为普遍共识。但是,专业人员为什么能够在实践中学习、通过实践学习和依靠实践学习以及如何研究实践中学习也未得到充分的探索。它们都是亟需回答的重要理论与实践问题。
本研究以“领导者主要是在实践中学会领导的”这一论断作为逻辑起点,采用基于实践学习研究的理论视角,把学习看作为一种人类在实践中的生产、再生产和转化,通过考察领导者在工作场所中实际在做什么以及他们如何从实践本身习得开展工作的“日常方法”,从而不仅为领导者如何在实践中学习、通过实践学习和依靠实践学习提供理论解释,而且还为如何研究日常实践学习提供方法论的思考。
领导者的学习研究和日常实践学习研究都是新兴的研究领域,它们迫切需要生成新的概念或理论,以解释传统学习理论所忽视的工作场所中的日常实践学习现象。由于扎根理论方法论强调关注实践者面临的实际困境,从实践者自己的视角探索问题,并在本土化概念和学术理论的对话中生成新的概念或理论,它不仅能够满足上述两个研究领域生成新概念或理论的需求,还吻合基于实践学习研究旨在关注实际如何的价值主张。因此,本研究采用扎根理论方法论,以A省w市的18位镇长为样本,通过访谈、非参与式观察和文本分析等途径搜集数据资料。数据的初始编码、聚焦编码和理论编码运用了不断比较分析的方法。
本研究的首先说明了选题的背景与研究兴趣领域、研究问题的生成过程、相关概念与研究对象的界定、研究的主要创新之处(第一章)；其次,本研究按照扎根理论方法论对文献进行了回顾分析,形成了如何研究领导者日常实践学习的研究视角和敏感性概念框架(第二章)；接着说明了本研究的研究设计总体框架、扎根理论方法论的运用和数据搜集与分析过程(第三章)；随后本研究对实质领域的经验数据进行了分析与解释,发展了镇长基于日常实践学习的实质理论(第四章),并对实质理论与形式理论之间作了比较,进一步完善了本研究生成的实质理论(第五章)；最后,本研究解释了镇长在日常实践中学习的基本过程,提出了如何研究实践中学习的概念框架(第六章),并对研究的质量、价值、伦理和局限性进行了反思(第七章)。
通过上述步骤,本研究解释了镇长在日常实践中学习的基本过程,提出了如何研究实践中学习的概念框架,并得出以下主要结论：
第一,镇长主要是后天培养的,日常实践中的与他人互动、充分参与是镇长成长的重要途径。镇长在关系型事件、情境型事件中持续不断地塑造自己,同时他们通过自身的行动又不断地塑造实践。
第二,镇长的部分行动无涉他们占有专业知识的多少,它主要受到镇长所处的“双重边缘化”场域、场域中的资本和实践逻辑等结构性资源限制。这些结构性资源既为镇长应当做什么提供了合法性资源,又为镇长能够做什么提供了限制,从而为镇长实际上可能做什么提供了协商的空间。
第三,镇长的学习路径主要来自实践提供的机会和资源。由于镇长处于镇政府“首脑位置”,他们通过参与上级会议、召开下级会议、下属汇报与请示、内部人的信息通报和支持等中心性地参与实践,从而获得大量学习机会与资源。
第四,镇长的学习内容主要来自惯例化的实践所共享的做什么、如何做和何时做的活动集合。这些活动集合通过镇长签订的责任状、用于考核镇长的责任目标体系、文件规则、政策等人工制品所标示,从而成为镇长的“知识指示器”或“行动指南”。当然,镇长并不完全被这些共享的活动集合知识所“俘虏”,他们依照实践逻辑对它们进行情境性地解释、转化或创造,从而使得知识在实践的使用中得到转化。
第五,镇长通过参与实践和表演实践知晓自己是谁。已有社会实践部分地建构了镇长是谁以及如何以一种适当的、社会可以接受的方式行动。同时,镇长通过表演实践感知自己的身份、建构实践的理解以及什么能力是胜任实践所必须的认识,从而进一步影响应当学什么的看法。
第六,镇长的学习形式依赖于集体成员之间的互动与话语实践。镇长通过与上级、下属和内部人之间的实践中交谈、谈论实践等话语实践,使得如何开展日常工作的知识在不同成员中交流、分享,已有实践知识也会在他们的互动中得到重新的理解、解释或创造。话语实践成为镇长的“隐藏的教学”过程,凭借它,镇长知晓应当做什么和如何做。
第七,基于实践学习研究的概念框架包括实践、实践中知晓和身份的发展。实践中知晓说明了学习的本质与位所——学习是实践不可分割的一部分,人既在实践中认识世界,也在实践中转化自身。实践由做什么、如何做和何时做三个要素组成。身份由身份管制和身份工作两个要素组成。
本研究不仅对领导者发展以及其他专业人员的发展实践具有重要的启示,而且对工作场所学习方法论和研究议题的转换也有提出了新的视角。
In the1980s, scholars have proposed that leaders learn to lead in practice. However, how the leader learn to lead in practice is still inadequately answered.On the other hand,in the workplace learning field,learning in practice, learning through practice and learning by practice has become a widespread slogan.However,why and how people can learn in,through, and by practice has not yet been fully understood.
This study takes the view that the leader mainly learn to lead in practice as a logical starting point, adapting practice-based approach as the theoretical orientation,which views learning as human production, reproduction, transformation and change in practice, by examining what the leaders actually do in the workplace and how they learn from everyday practice itself,explain how leaders learn to lead in, by, through practice.
Because the grounded theory methodology concerns practitioners' practical dilemma,and explores the issues from the practitioners'perspective, and generates a new concept or theory in the local concept and academic dialogue, it is conducive to innovation in workplace learning research.This research participants is eighteen alcaldes from City W.This study takes interviews,non-participating-observation,and text analysis as the data collection methods.According to the grounded theory methodology,this study apply the constant comparison method to analyze the data,through the steps of initial coding,focused coding,theoretical sampling and theoretical coding analysis.
In chapter one,this study highlights its the background and research areas, the problem generation process, the definition of related concepts and the main innovation;In chapter two, this study follows the grounded theory method to make a analysis for the existing literature,and develop the research perspective and the sensitive conceptual framework for this study. In chapter three,this study introduces the research design, the use of elements from the grounded theory method and data collection and data analysis process;In chapter four,this study analyzes and interprets the empirical data, develops he substantive theory for the alcalde' s everyday practice learning.In chapter five,this study make a comparison between substantive theory and formal theory to further improve the substantive theory.In chapter six,this study explains the basic process of learning for alcaldes'everyday practice learning, and develops a conceptual framework for how to study learning in,by and through practice.Finally,this study makes a reflection. The main conclusions of this study are as follows:
First of all, the alcalde is not born, they are growing with interaction with others and full participation in practice. The alcalde constantly shapes themselves through their own practical activities, at the same time they continue to transform the practice.
Secondly,Part of the action of the alcalde dissociating how much expertise they occupy, it is mainly limited by the alcalde'sdouble marginalization field, the capital of field and the alcalde's network of relationships and practice logic and structural resources.
Thirdly, the alcalde of learning opportunities stem from the opportunities and resources offered by practice. Because of the leader's title, the alcalde can fully participate in practice. The alcalde access to a large number of learning opportunities and resources.through meeting, subordinates reporting and referrals, internal communication of information and supportive activities.In participating in practice, the alcalde not only learns by mind, body (eg. watching, listening,feeling, value judgments), and learn to deal with everyday work with unconscious.
Fourthly, the alcalde's learning content come from the routined practice of sharing what to do, how to do and when to do. The knowledge of the collection of these activities marked by like the responsibility signed by the alcalde, the target responsibility system for assessment alcalde, file rules, policies and other artifacts, which constitutes the hidden curriculum of the alcalde, it guides the alcalde what to do, how to do and when to do practice, thus it may be viewed as the alcalde's knowledge indicator or guidelines of action.
Fifthly, the alcalde knows who he is through performing practice.Social practice has been constructed the alcalde who they are and how to act in a appropriate social-accepted way.More importantly, it helps the alcalde to learn that what kinds of competencies are compulsory
Sixthly, the forms of alcalde's learning depends on the collective interaction and discourse practice. Due to the position, power, interests, cognitive differences between the alcalde and deputy alcalde, the village committee secretary, the villagers so that they continuously negotiate, sustain and create shared practice.The alcalde knows practice in the process of interaction and negotiation. At the same time.through conversation with superiors, subordinates in practice and talking about the practice, so that the knowledge of how to work will be shared in the different members and the knowledge will be re-understanding,re-interpreting or recreating. It becomes the alcalde's hidden teaching process, by virtue of it, the alcalde knows what should be done and how to do.
Finally, the conceptual framework of practice-based learning includes three component of practice,knowing in practice and identity. Knowing in Practice shows the nature of learning and learning locus, learning is integral part of the practice.People know about the world and transform themselves in practice.Practice involves three elements including what to do, how to do and when to do. Identity involves two elements including identity regulator and identity work.
本研究以“领导者主要是在实践中学会领导的”这一论断作为逻辑起点,采用基于实践学习研究的理论视角,把学习看作为一种人类在实践中的生产、再生产和转化,通过考察领导者在工作场所中实际在做什么以及他们如何从实践本身习得开展工作的“日常方法”,从而不仅为领导者如何在实践中学习、通过实践学习和依靠实践学习提供理论解释,而且还为如何研究日常实践学习提供方法论的思考。
领导者的学习研究和日常实践学习研究都是新兴的研究领域,它们迫切需要生成新的概念或理论,以解释传统学习理论所忽视的工作场所中的日常实践学习现象。由于扎根理论方法论强调关注实践者面临的实际困境,从实践者自己的视角探索问题,并在本土化概念和学术理论的对话中生成新的概念或理论,它不仅能够满足上述两个研究领域生成新概念或理论的需求,还吻合基于实践学习研究旨在关注实际如何的价值主张。因此,本研究采用扎根理论方法论,以A省w市的18位镇长为样本,通过访谈、非参与式观察和文本分析等途径搜集数据资料。数据的初始编码、聚焦编码和理论编码运用了不断比较分析的方法。
本研究的首先说明了选题的背景与研究兴趣领域、研究问题的生成过程、相关概念与研究对象的界定、研究的主要创新之处(第一章)；其次,本研究按照扎根理论方法论对文献进行了回顾分析,形成了如何研究领导者日常实践学习的研究视角和敏感性概念框架(第二章)；接着说明了本研究的研究设计总体框架、扎根理论方法论的运用和数据搜集与分析过程(第三章)；随后本研究对实质领域的经验数据进行了分析与解释,发展了镇长基于日常实践学习的实质理论(第四章),并对实质理论与形式理论之间作了比较,进一步完善了本研究生成的实质理论(第五章)；最后,本研究解释了镇长在日常实践中学习的基本过程,提出了如何研究实践中学习的概念框架(第六章),并对研究的质量、价值、伦理和局限性进行了反思(第七章)。
通过上述步骤,本研究解释了镇长在日常实践中学习的基本过程,提出了如何研究实践中学习的概念框架,并得出以下主要结论：
第一,镇长主要是后天培养的,日常实践中的与他人互动、充分参与是镇长成长的重要途径。镇长在关系型事件、情境型事件中持续不断地塑造自己,同时他们通过自身的行动又不断地塑造实践。
第二,镇长的部分行动无涉他们占有专业知识的多少,它主要受到镇长所处的“双重边缘化”场域、场域中的资本和实践逻辑等结构性资源限制。这些结构性资源既为镇长应当做什么提供了合法性资源,又为镇长能够做什么提供了限制,从而为镇长实际上可能做什么提供了协商的空间。
第三,镇长的学习路径主要来自实践提供的机会和资源。由于镇长处于镇政府“首脑位置”,他们通过参与上级会议、召开下级会议、下属汇报与请示、内部人的信息通报和支持等中心性地参与实践,从而获得大量学习机会与资源。
第四,镇长的学习内容主要来自惯例化的实践所共享的做什么、如何做和何时做的活动集合。这些活动集合通过镇长签订的责任状、用于考核镇长的责任目标体系、文件规则、政策等人工制品所标示,从而成为镇长的“知识指示器”或“行动指南”。当然,镇长并不完全被这些共享的活动集合知识所“俘虏”,他们依照实践逻辑对它们进行情境性地解释、转化或创造,从而使得知识在实践的使用中得到转化。
第五,镇长通过参与实践和表演实践知晓自己是谁。已有社会实践部分地建构了镇长是谁以及如何以一种适当的、社会可以接受的方式行动。同时,镇长通过表演实践感知自己的身份、建构实践的理解以及什么能力是胜任实践所必须的认识,从而进一步影响应当学什么的看法。
第六,镇长的学习形式依赖于集体成员之间的互动与话语实践。镇长通过与上级、下属和内部人之间的实践中交谈、谈论实践等话语实践,使得如何开展日常工作的知识在不同成员中交流、分享,已有实践知识也会在他们的互动中得到重新的理解、解释或创造。话语实践成为镇长的“隐藏的教学”过程,凭借它,镇长知晓应当做什么和如何做。
第七,基于实践学习研究的概念框架包括实践、实践中知晓和身份的发展。实践中知晓说明了学习的本质与位所——学习是实践不可分割的一部分,人既在实践中认识世界,也在实践中转化自身。实践由做什么、如何做和何时做三个要素组成。身份由身份管制和身份工作两个要素组成。
本研究不仅对领导者发展以及其他专业人员的发展实践具有重要的启示,而且对工作场所学习方法论和研究议题的转换也有提出了新的视角。
In the1980s, scholars have proposed that leaders learn to lead in practice. However, how the leader learn to lead in practice is still inadequately answered.On the other hand,in the workplace learning field,learning in practice, learning through practice and learning by practice has become a widespread slogan.However,why and how people can learn in,through, and by practice has not yet been fully understood.
This study takes the view that the leader mainly learn to lead in practice as a logical starting point, adapting practice-based approach as the theoretical orientation,which views learning as human production, reproduction, transformation and change in practice, by examining what the leaders actually do in the workplace and how they learn from everyday practice itself,explain how leaders learn to lead in, by, through practice.
Because the grounded theory methodology concerns practitioners' practical dilemma,and explores the issues from the practitioners'perspective, and generates a new concept or theory in the local concept and academic dialogue, it is conducive to innovation in workplace learning research.This research participants is eighteen alcaldes from City W.This study takes interviews,non-participating-observation,and text analysis as the data collection methods.According to the grounded theory methodology,this study apply the constant comparison method to analyze the data,through the steps of initial coding,focused coding,theoretical sampling and theoretical coding analysis.
In chapter one,this study highlights its the background and research areas, the problem generation process, the definition of related concepts and the main innovation;In chapter two, this study follows the grounded theory method to make a analysis for the existing literature,and develop the research perspective and the sensitive conceptual framework for this study. In chapter three,this study introduces the research design, the use of elements from the grounded theory method and data collection and data analysis process;In chapter four,this study analyzes and interprets the empirical data, develops he substantive theory for the alcalde' s everyday practice learning.In chapter five,this study make a comparison between substantive theory and formal theory to further improve the substantive theory.In chapter six,this study explains the basic process of learning for alcaldes'everyday practice learning, and develops a conceptual framework for how to study learning in,by and through practice.Finally,this study makes a reflection. The main conclusions of this study are as follows:
First of all, the alcalde is not born, they are growing with interaction with others and full participation in practice. The alcalde constantly shapes themselves through their own practical activities, at the same time they continue to transform the practice.
Secondly,Part of the action of the alcalde dissociating how much expertise they occupy, it is mainly limited by the alcalde'sdouble marginalization field, the capital of field and the alcalde's network of relationships and practice logic and structural resources.
Thirdly, the alcalde of learning opportunities stem from the opportunities and resources offered by practice. Because of the leader's title, the alcalde can fully participate in practice. The alcalde access to a large number of learning opportunities and resources.through meeting, subordinates reporting and referrals, internal communication of information and supportive activities.In participating in practice, the alcalde not only learns by mind, body (eg. watching, listening,feeling, value judgments), and learn to deal with everyday work with unconscious.
Fourthly, the alcalde's learning content come from the routined practice of sharing what to do, how to do and when to do. The knowledge of the collection of these activities marked by like the responsibility signed by the alcalde, the target responsibility system for assessment alcalde, file rules, policies and other artifacts, which constitutes the hidden curriculum of the alcalde, it guides the alcalde what to do, how to do and when to do practice, thus it may be viewed as the alcalde's knowledge indicator or guidelines of action.
Fifthly, the alcalde knows who he is through performing practice.Social practice has been constructed the alcalde who they are and how to act in a appropriate social-accepted way.More importantly, it helps the alcalde to learn that what kinds of competencies are compulsory
Sixthly, the forms of alcalde's learning depends on the collective interaction and discourse practice. Due to the position, power, interests, cognitive differences between the alcalde and deputy alcalde, the village committee secretary, the villagers so that they continuously negotiate, sustain and create shared practice.The alcalde knows practice in the process of interaction and negotiation. At the same time.through conversation with superiors, subordinates in practice and talking about the practice, so that the knowledge of how to work will be shared in the different members and the knowledge will be re-understanding,re-interpreting or recreating. It becomes the alcalde's hidden teaching process, by virtue of it, the alcalde knows what should be done and how to do.
Finally, the conceptual framework of practice-based learning includes three component of practice,knowing in practice and identity. Knowing in Practice shows the nature of learning and learning locus, learning is integral part of the practice.People know about the world and transform themselves in practice.Practice involves three elements including what to do, how to do and when to do. Identity involves two elements including identity regulator and identity work.
引文
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