基于二維矩陣的個體從成功和失敗經(jīng)歷中學習的理論和實踐研究

摘要： 學習是個體實現(xiàn)可持續(xù)發(fā)展的動力。過去經(jīng)歷是個體學習的重要來源。從不同類型的經(jīng)歷中學習會產(chǎn)生不同的影響,也需要具備不同的條件。本文從實際現(xiàn)象和問題出發(fā),從深入細致的視角,建立了一個由"內(nèi)部—外部"和"成功—失敗"兩個維度組成的四種學習類型矩陣圖,包括個體從內(nèi)部成功經(jīng)歷中學習(LISE),個體從內(nèi)部失敗經(jīng)歷中學習(LIFE),個體從外部成功經(jīng)歷中學習(LESE)和個體從外部失敗經(jīng)歷中學習(LEFE),希望幫助研究者以更加系統(tǒng)、全面且深入的視角分析不同類型的過去經(jīng)歷對學習有效性的影響及相關(guān)問題。基于對實際現(xiàn)象的觀察,結(jié)合現(xiàn)有研究成果,本研究從兩個方面推動組織學習領(lǐng)域的理論進步和發(fā)展。一方面,從目標和結(jié)果的視角,針對不同學習類型提煉出在學習中"建議采用的實踐"和"建議避免的實踐",并結(jié)合"交通信號燈"的比喻對對上述"雙標桿"加以形象說明,以此來提升學習成效。另一方面,基于文獻梳理和實踐總結(jié)提出,為了避免不良效果,取得好的學習成效,在進行每類學習時,都需具備一定的"內(nèi)在"條件和"外在"條件,并指出這不僅意味著要有知識、經(jīng)驗等智力儲備,即具備"認知"條件,還需有情感、意愿等動機,即具備"動力"條件。最后,希望本研究對從成功、失敗經(jīng)歷中學習理論和實踐問題的討論能夠為認識和理解相關(guān)問題提供系統(tǒng)、完整的理論框架,并為組織學習研究的精細化發(fā)展提供啟發(fā)。
[Purpose]Learning fuels individuals to fulfill sustainable development.Past experiences are important learning sources.Learning from different types of past experiences will have different impacts,and require different conditions.Starting from social problems and real phenomena,from a deep and finegrained perspective,a learning matrix by both the dimension of"internal-external"and the dimension of"success-failure"is built,which results in four categories of individual learning from past experience,i.e.,learning from internal successful experience(LISE),learning from internal failed experience(LIFE),learning from external successful experience(LESE)and learning from external failed experience(LEFE),with which we hope to help us analyze the learning effectiveness and related issues in systematical and comprehensive manners.[Approach]Based on huge quantity of observations of real phenomena and literature review,the aim of this work is to make two major theoretical contributions to the field of organizational learning.[Findings]On the one hand,in views of goals and consequences,"suggested practices"and"avoidant practices"for each learning category are extracted,and a"traffic lights"metaphor is utilized to illustrate the bi-benchmarks of"suggestions"and"avoidances".On the other hand,in order to enhance learning effectiveness and avoid the pitfalls,based on a comprehensive theoretical research and practices review,both the internal and external conditions for each learning category are elaborated,and it is identified that not only knowledge and experiences are needed,known as the"cognitive prerequisites",but also there should be affectivity and willingness,known as the"motivational prerequisites".[Value]With these contributions,this paper hopes to increase the effectiveness of learning from internal/external successful/failed experience,and to shed light upon the fine-grained research of organizational learning.