The Research On Leader’s Learning In Everyday Practice

In the1980s, scholars have proposed that leaders learn to lead in practice. However, how the leader learn to lead in practice is still inadequately answered.On the other hand,in the workplace learning field,learning in practice, learning through practice and learning by practice has become a widespread slogan.However,why and how people can learn in,through, and by practice has not yet been fully understood.This study takes the view that the leader mainly learn to lead in practice as a logical starting point, adapting practice-based approach as the theoretical orientation,which views learning as human production, reproduction, transformation and change in practice, by examining what the leaders actually do in the workplace and how they learn from everyday practice itself,explain how leaders learn to lead in, by, through practice.Because the grounded theory methodology concerns practitioners’ practical dilemma,and explores the issues from the practitioners’perspective, and generates a new concept or theory in the local concept and academic dialogue, it is conducive to innovation in workplace learning research.This research participants is eighteen alcaldes from City W.This study takes interviews,non-participating-observation,and text analysis as the data collection methods.According to the grounded theory methodology,this study apply the constant comparison method to analyze the data,through the steps of initial coding,focused coding,theoretical sampling and theoretical coding analysis.In chapter one,this study highlights its the background and research areas, the problem generation process, the definition of related concepts and the main innovation;In chapter two, this study follows the grounded theory method to make a analysis for the existing literature,and develop the research perspective and the sensitive conceptual framework for this study. In chapter three,this study introduces the research design, the use of elements from the grounded theory method and data collection and data analysis process;In chapter four,this study analyzes and interprets the empirical data, develops he substantive theory for the alcalde’ s everyday practice learning.In chapter five,this study make a comparison between substantive theory and formal theory to further improve the substantive theory.In chapter six,this study explains the basic process of learning for alcaldes’everyday practice learning, and develops a conceptual framework for how to study learning in,by and through practice.Finally,this study makes a reflection. The main conclusions of this study are as follows:First of all, the alcalde is not born, they are growing with interaction with others and full participation in practice. The alcalde constantly shapes themselves through their own practical activities, at the same time they continue to transform the practice.Secondly,Part of the action of the alcalde dissociating how much expertise they occupy, it is mainly limited by the alcalde’sdouble marginalization field, the capital of field and the alcalde’s network of relationships and practice logic and structural resources.Thirdly, the alcalde of learning opportunities stem from the opportunities and resources offered by practice. Because of the leader’s title, the alcalde can fully participate in practice. The alcalde access to a large number of learning opportunities and resources.through meeting, subordinates reporting and referrals, internal communication of information and supportive activities.In participating in practice, the alcalde not only learns by mind, body (eg. watching, listening,feeling, value judgments), and learn to deal with everyday work with unconscious.Fourthly, the alcalde’s learning content come from the routined practice of sharing what to do, how to do and when to do. The knowledge of the collection of these activities marked by like the responsibility signed by the alcalde, the target responsibility system for assessment alcalde, file rules, policies and other artifacts, which constitutes the hidden curriculum of the alcalde, it guides the alcalde what to do, how to do and when to do practice, thus it may be viewed as the alcalde’s knowledge indicator or guidelines of action.Fifthly, the alcalde knows who he is through performing practice.Social practice has been constructed the alcalde who they are and how to act in a appropriate social-accepted way.More importantly, it helps the alcalde to learn that what kinds of competencies are compulsorySixthly, the forms of alcalde’s learning depends on the collective interaction and discourse practice. Due to the position, power, interests, cognitive differences between the alcalde and deputy alcalde, the village committee secretary, the villagers so that they continuously negotiate, sustain and create shared practice.The alcalde knows practice in the process of interaction and negotiation. At the same time.through conversation with superiors, subordinates in practice and talking about the practice, so that the knowledge of how to work will be shared in the different members and the knowledge will be re-understanding,re-interpreting or recreating. It becomes the alcalde’s hidden teaching process, by virtue of it, the alcalde knows what should be done and how to do.Finally, the conceptual framework of practice-based learning includes three component of practice,knowing in practice and identity. Knowing in Practice shows the nature of learning and learning locus, learning is integral part of the practice.People know about the world and transform themselves in practice.Practice involves three elements including what to do, how to do and when to do. Identity involves two elements including identity regulator and identity work.