学无所获还是学有所得?多理论视角下有效跨界学习机制研究

From Learning in Vain to Learning to Gain:Study on Effective Boundary-crossing Learning Mechanism from Multiple Theoretical Perspectives

跨界学习已经成为个体在数智时代下应对环境变化的重要手段,部分员工通过跨界学习改进了本职工作,但也有不少人面临学无所获等问题。本文以158位经历过跨界学习的职场员工为研究对象,对半结构化书面访谈资料进行扎根理论分析,探索员工在职场跨界学习的有效性及其过程机制,构建“跨界学习—工作反馈”的学习与工作交互影响模型,其中包含了螺旋式递进的跨界学习过程。本文的研究发现:职场跨界学习由跨界动机(外在动机、内摄动机、认同动机、内部动机)、跨界前提(资源管理策略)和跨界学习过程(领会、习得、迁移、开发)组成,跨界学习产生的积极结果或消极结果会影响本职工作,形成正反馈或者负反馈,循环影响学习动机,这也是跨界学习能否持续的关键。

Boundary-crossing learning has become an important means for individuals to cope with environmental changes in the era of digital intelligence.Some employees have indeed improved their own work performance through boundary-crossing learning,but many employees are also faced with problems such as learning in vain.We interviewed 158 workplace employees who had experienced boundary-crossing learning as the research object.We analyzed the semi-structured interview data by grounded theory,to explore the process mechanism of employees'boundary-crossing learning in the workplace and the influence on their own work,and build a learning-work interaction influence model of“boundary-crossing learning-work feedback”,which includes the spiral and progressive boundary-crossing learning process.It is found that work-place boundary-crossing learning is composed of three main parts:Boundary-crossing motivation(extrinsic motivation,introjection motivation,identified motivation,intrinsic motivation),boundary-crossing premise(resource management strategy)and boundary-crossing learning process(understand,acquire,transfer,develop).The positive or negative results of boundary-rossing learning will further affet their own work,form positive or negative feedback,and the cycle will affect the learning motivation,which is also the key to the sustainability of boundary-crossing learning.