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英国硕士毕业论文(英文版):工作场合中的协作学习

论文作者:www.51lunwen.org论文属性:学术文章 Scholarship Essay登出时间:2015-07-02编辑:caribany点击率:17650

论文字数:10005论文编号:org201408202011243738语种:英语 English地区:英国价格:免费论文

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摘要:隐性知识,是很难以描述的一种认知形式。在竞争激烈的市场环境中,企业已经意识到隐性知识有很多的竞争优势。本文对职场中的合作学习和知识共享进行研究。

Introduction 引言


职场中的合作学习和知识共享是二十一世纪雇主面临的最棘手的问题,正式的学习形式被降级为非正式的学习形式,似乎在学习的有效性上取得了较大的认可。隐性知识,是很难以描述的一种认知形式,因为他们深深根植于个人在特定范围内参与的行动当中,通过正式的学习形式可能很难被有效地转移。在竞争激烈的市场环境中,企业已经意识到这些知识有很多的竞争优势。随着人才战争的开展,有必要加强隐性知识的嵌入向最佳表演者转移。这将确保组织知识的保留,组织中传承下来的知识文化和实践是丰富的(集体的智慧)。然而,最大的问题仍然是:在职场中共享了多少知识?

在我的职业生涯里,作为一个专业的人力资源管理相关的角色,我六年的职业生涯告诉我确定了“什么”“为什么”“怎么样”把学到的东西有效地运用到最有投资价值的地方去。我看到过在组织中工作转化为培训和培训转化为课堂学习。

Collaborative learning and knowledge sharing in the workplace are often some of the most troubling issues facing the 21st century employerat a time and age where formal forms of learning are being relegated to second-place as informal forms of learning seem to have gained greater recognition proportionate to learning effectiveness. Tacit knowledge, which are forms of knowing that cannot be reported because they are deeply embedded in individuals' actions and their involvement in a specific context (Raelin, 1997), could hardly be effectively transferred through formal forms of learning. Organisations have realised that such knowledge many times gives them competitive advantage in the increasingly- competitive market place. As the war for talent persists, there is intensifying necessity to promote the transfer of tacit knowledge imbedded in organisations' best performers. This will ensure that organisational knowledge is retained, the knowledge that exists in the organisation is rich (being collective knowledge) and practices and culture of the organisation travels down the genealogy of the organisation. However, the big question remains: How much knowledge is being shared in the workplace?


In my career history as a professional in Human Resources Management related roles, my six-years of work life has expound to me the need to identify the 'what', 'why' and 'how' learning can be truly effective and worth the huge investment organisations place into it. I have seen and worked in organisations where learning translates to training and training translates to classroom study. I have spoken with employees who have a notion that their employers owe them a 'training' each calendar-year, not for the knowledge and skills they hope to acquire, but it is perceived as an opportunity to travel [when trainings are offsite], earn money [out-of-office allowance earned] and meet new people [co-participants from other companies]. The essence of 'training' - an activity aimed at increasing the knowledge of employees to improve their effectiveness and efficiency on the job - seems to be deeming in the minds of this crop of employees. The danger in this, for an organisation's learning strategy, is that the abstract knowledge acquired through training is endorsed over knowledge gained through actual practice by employees; whereas learning through practice most effectively expresses the composite concept of learning in the workplace (Brown and Duguid, 1991). Realising the loss organisations could face when such mind-set thrives amongst their employees, I have built keen interest in exploring how organisations could transform the perception and attitude employees have towards learning and how important this could be for self and organisational development.


One major objective of this paper, therefore, is to inquire the factors that determine the success or failure of collaborative learning occurring in the workplace. Being an in论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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