关于“科尔布学习周期的背后与超越”的思考

IF 2.5 Q1 EDUCATION & EDUCATIONAL RESEARCH
R. Vince
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引用次数: 2

摘要

《科尔布学习周期的背后》作为一篇会议论文首次出现。它于1995年1月在英国利兹大学举行的“管理教育新方向”会议上发表。在我的演讲中,我的脑海中仍然有一个强烈的视觉形象。房间里挤满了人。笔记本电脑和PowerPoint在这个时候还没有被广泛使用,所以在前一周我准备了一个透明的图1,用于课堂上的高架投影仪。(当时,投影仪和相关的透明胶片是标准的课堂设备。)演讲结束后,我惊讶地发现有这么多人想和我谈论这份论文。1989年至1993年间,我在英国两个郡议会的公共部门中层管理人员中使用了体验式学习,这些想法为论文提供了依据。Kolb的学习周期帮助我向模块中的参与者解释了我的方法。通过各种相互关联的经验练习,我发现管理者的发展机会调动了强烈的情绪,尤其是焦虑,这种情绪有可能促进和阻止学习。摆脱现有知识的限制意味着放弃安全、久经考验的思维和行为方式。焦虑(期望事情会出错并对个人产生不良影响)是管理者尝试以不同方式做事的一个组成部分。这也是阻碍管理者学习的原因,因为这加剧了他们不愿
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Reflections on “Behind and Beyond Kolb’s Learning Cycle”
“Behind and Beyond Kolb’s Learning Cycle” first saw the light of day as a conference paper. It was presented at the “New Directions in Management Education” conference at Leeds University, UK in January 1995. I still have a strong visual image in my mind of my presentation. The room was full of people. Laptops and PowerPoint were not widely used at this time, so in the previous week I had prepared a transparency of Figure 1 to use on the Overhead Projector in the classroom. (An Overhead Projector or “OHP” and associated transparencies were standard classroom equipment at that time.) When the presentation was over, I was surprised at how many people wanted to talk with me about the paper. The ideas that informed the paper emerged from my use of experiential learning with public sector middle managers in two UK County Councils between 1989 and 1993. Kolb’s Learning Cycle helped me to explain my approach to the participants in my module. Working through various interlinked experiential exercises showed me that managers’ opportunities for development mobilized strong emotions, particularly anxieties, that had the potential to both promote and prevent learning. Breaking free from the constraints of existing knowledge meant letting go of secure, tried, and tested ways of thinking and behaving. Anxiety (the expectation that things would go wrong and reflect badly on the person) was an integral part of managers’ attempts to do things differently. It was also what inhibited managers’ learning because it underpinned their reluctance to
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来源期刊
Journal of Management Education
Journal of Management Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.10
自引率
14.30%
发文量
23
期刊介绍: The Journal of Management Education (JME) encourages contributions that respond to important issues in management education. The overriding question that guides the journal’s double-blind peer review process is: Will this contribution have a significant impact on thinking and/or practice in management education? Contributions may be either conceptual or empirical in nature, and are welcomed from any topic area and any country so long as their primary focus is on learning and/or teaching issues in management or organization studies. Although our core areas of interest are organizational behavior and management, we are also interested in teaching and learning developments in related domains such as human resource management & labor relations, social issues in management, critical management studies, diversity, ethics, organizational development, production and operations, sustainability, etc. We are open to all approaches to scholarly inquiry that form the basis for high quality knowledge creation and dissemination within management teaching and learning.
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