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论文编号：	11677
作者编号：	2120183015
上传时间：	2020/6/19 17:04:09
中文题目：	基于管理培训生工作场所学习模式的组织人才培养方式研究
英文题目：	Research on the Organization Training Method Based on the Individual Learning Mode of Management Trainees
指导老师：	张立富
中文关键字：	管理培训生；工作场所学习；显性和隐性知识；导师制
英文关键字：	management trainees；workplace learning；explicit and tacit knowledge； mentoring
中文摘要：	“学习”和“工作”一直是高校学生和职场人士谈论的高频词汇，在这个终身学习的时代，学习理所当然的从校园延续到工作环境中，使得工作场所学习成为助力工作和企业发展必不可少的要素。对于高校毕业生来说，从学生到职业人士的转变无疑是一次人中的华丽转身，面对林林总总的就业方向，立志投身于各大企业的毕业生都会认准一个选择——管理培训生。各大企业纷纷建立管培生计划，其目的在于培养未来经营管理者，这就需要管培生具备较高的学习能力和知识储备，因此管培生与工作场所中的学习不可分割。就行业而言，历史悠久且发展成熟的房地产行业是管培生的重要营地，由于近几年市场变化较大，使得房地产开发企业重新审视自身发展路径，全力打造人才团队特别是管培生队伍。 房地产开发企业每年都会从各大高校吸收一定数量的管理培训生作为重点人才储备来培养。对于房地产这样一个多学科、多知识链条的行业来说，加强管培生的工作场所学习一方面会使激发多种显性和隐性知识，使管培生团队快速掌握多种知识技能，快速成长为管理型或技术性的高端人才，同时关系到企业核心竞争力和创造力的塑造和提升。同时，管理培训生本身的高素质和对学习的认同度也为开展工作场所学习提供了基础条件。不可否认的是，事物的发展是曲折上升的，这个学习过程注定会出现问题和阻碍。因此本研究以房地产开发企业为例，基于组织管理培训生工作场所学习模式来探讨组织人才培养方式。 本研究采用访谈法，对天津市4家房地产开发企业的14名管培生和人力负责人进行深入访谈，并利用笔者自身多家地产企业的实习经历进行实地的观察与记录。提出管培生进行工作场所学习的“四重门”模型和学习发生路径过程，得出管理培训生特征、工作场所学习的正式及非正式方式、产生的显性和隐性效果、重点人物角色、导师制与工作场所学习的关系、现存问题及改良措施、人力资源的使命、房地产企业特殊性，最后对工作场所学习进行反思，讨论工作和学习的终极意义以升华研究。
英文摘要：	"Learning" and "work" have always been high-frequency vocabulary that college students and workplace professionals talk about. In such an age of lifelong learning, learning naturally extends to work from school, making workplace learning necessary to help work and business Elements. For college graduates, the transition from students to professionals is undoubtedly a gorgeous turn of the people. Facing the general employment direction, graduates who are determined to devote themselves to major companies will find a choice——management trainees. The reason why major companies have established management trainee programs is that the purpose of this program is to train future business managers. This requires management trainees to have high learning abilities and knowledge reserves. Therefore, management trainees and workplaces Learning is indivisible. As far as the industry is concerned, the long-established and mature real estate industry is an important camp for management trainees. Due to the large changes in the market in recent years, real estate development companies have re-examined their own development paths and built a talent team, especially a management trainee team. At the same time, as a multi-line industry with complex changes, learning is consistent. Every year, real estate development enterprises absorb a certain number of management trainees from major universities as a key talent reserve for training. For a multi-disciplinary and multi-knowledge industry such as real estate, strengthening workplace training for management trainees on the one hand will stimulate a variety of explicit and tacit knowledge, and enable management trainee teams to quickly acquire multiple knowledge skills grow into management or technical high-end talent. On the other hand, it can build the core competitiveness of the enterprise and improve its creative ability. At the same time, the high quality of management trainees and their recognition for learning also provide basic conditions for workplace learning. It is undeniable that the development of things goes up and down, and this learning process is bound to have problems and obstacles. Therefore, this study combines real estate development enterprises, management trainees and workplace learning to explore the workplace learning model and existing problems of real estate development enterprise management trainees. This research uses interview methods to conduct in-depth interviews with 14 employees, including management trainees and human resources leaders, from four real estate companies in Tianjin. The author also conducted field observations and records based on the internship experience of many real estate companies. This study proposes a “four-fold door” model for management trainees to conduct workplace learning and the process of learning paths. At the same time, it draws the characteristics of management trainees, formal and informal ways of workplace learning, as well as the explicit and implicit effects produced. It also draws the relationship between mentoring and workplace learning, existing problems and improvement measures, and the particularity of real estate companies. Finally, we reflect on workplace learning and discuss the ultimate meaning of work and learning to sublimate research.
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