heguangzhi translated

sources/tech/20190716 Become a lifelong learner and succeed at work.md

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-[#]: collector: (lujun9972)
-[#]: translator: (heguangzhi)
-[#]: reviewer: ( )
-[#]: publisher: ( )
-[#]: url: ( )
-[#]: subject: (Become a lifelong learner and succeed at work)
-[#]: via: (https://opensource.com/open-organization/19/7/informal-learning-adaptability)
-[#]: author: (Colin Willis https://opensource.com/users/colinwillishttps://opensource.com/users/marcobravo)
-
-Become a lifelong learner and succeed at work
-======
-In open organizations with cultures of adaptability, learning should be
-continuous—and won't always happen in a formal setting. Do we really
-understand how it works?
-![Writing in a notebook][1]
-
-Continuous learning refers to the ongoing, career-driven, intentional learning process people undertake to develop themselves. For people who consider themselves continuous learners, learning never stops—and these people see learning opportunities in everyday experiences. Engaging with one's colleagues in debate, reflecting on feedback, scouring the internet for a solution to a frustrating problem, trying something new, or taking a risk are all examples of the informal learning activities one can perform on the job.
-
-Continuous learning is a core competency for anyone in an open organization. After all, open organizations are built upon peers thinking, arguing, and acting alongside one another. And thriving in the ambiguous, discourse-driven world of the open organization requires these sorts of skills from employees daily.
-
-Unfortunately, the scientific literature has done a poor job disseminating our knowledge of learning at work in a way that helps individuals appreciate and develop their own learning abilities. So in this article series, I'll introduce you to informal learning and help you understand how viewing learning as a skill can help you thrive—in any organization, but _especially_ open organizations.
-
-### Why so formal?
-
-To date, the scientific study of learning in organizations has focused primarily on the design, delivery, and evaluation of _formal_ training as opposed to _informal_ learning.
-
-Investing in the development of the knowledge, skills, and abilities of its workforce is an important way an organization maintains its edge over its competitors. Organizations _formalize_ learning opportunities by creating or purchasing classes, online courses, workshops, etc., which are meant to instruct an individual on job-related content—much like a class at a school. Providing a class is an easy (if expensive) way for an organization to ensure the skills or knowledge of its workforce remains current. Likewise, classroom settings are natural experiment rooms for researchers, making training-based research and work not only possible but also powerful.
-
-Recent estimates suggest that between 70% to 80% of all job-related knowledge isn't learned in training but rather informally on-the-job.
-
-Of course, people don't _need_ training to learn something; often, people learn by researching answers, talking to colleagues, reflecting, experimenting, or adapting to changes. In fact, [recent estimates suggest][2] that between 70% to 80% of all job-related knowledge isn't learned in training but rather _informally_ on-the-job. That isn't to say that formal training isn't effective; training can be _very_ effective, but it is a precise type of intervention. It simply isn't practical to formally train someone on most aspects of a job, especially as those jobs become more complex.
-
-Informal learning, or any learning that occurs outside a structured learning environment, is therefore incredibly important to the workplace. In fact, [recent scientific evidence][3] suggests that informal learning is a better predictor of job performance than formal training.
-
-So why do organizations and the scientific community focus so much on training?
-
-### A cyclical process
-
-Apart from the reasons I mentioned earlier, researching informal learning can be very difficult. Unlike formal training, informal learning occurs in unstructured environments, is highly dependent on the individual, and can be difficult or impossible to observe.
-
-Until recently, most of the research on informal learning focused on defining the qualifies characteristic of informal learning and identifying how informal learning is theoretically connected to work experience. Researchers have described a [dynamic, cyclical process][4] by which individuals learn informally in organizations.
-
-Unlike formal training, informal learning occurs in unstructured environments, is highly dependent on the individual, and can be difficult or impossible to observe.
-
-In the process, both the individual and the organization have agency for creating learning opportunities. For example, an individual may be interested in learning something and performs learning behaviors to do so. The organization, in the form of feedback delivered to the individual, may signal that learning is needed. This could be a poor performance review, a comment made during a project, or a broader change in the organizational environment that isn't personally directed. These forces interact in the organizational environment (e.g., someone experiments with a new idea and his or her colleagues recognize and reward that behavior) or in the mind of the individual via reflection (e.g., someone reflects on feedback about his or her performance and decides to exert more effort into learning the job). Unlike training, informal learning does not follow a formal, linear process. An individual can experience any part of the process at any time and experience multiple parts of the process simultaneously.
-
-### Informal learning in the open organization
-
-In open organizations specifically, both a decreased emphasis on hierarchy and an increased focus on a participatory culture fuel this informal learning process. In short, open organizations simply present more opportunities for individuals and the organizational environment to interact and spark learning moments. Moreover, ideas and change require a broader level of buy-in among employees in an open organization—and buy-in requires an appreciation for the adaptability and insight of others.
-
-That said, simply increasing the numbers of opportunities to learn does not guarantee that learning will occur or be successful. One might even argue that the ambiguity and open discourse common in an open organization could _prevent_ someone who is _not_ skilled at continuous learning—again, that habit of learning over time and a core competency of the open organization—from contributing to the organization as effectively as they could in more traditional organizations.
-
-Addressing these kinds of concerns require a way of tracking informal learning in a consistent manner. Recently, there have been calls in the scientific community to create ways of measuring informal learning, so systematic research can be conducted to address questions around the antecedents and outcomes of informal learning. My own research has focused on this call, and I have spent several years developing and refining our understanding of informal learning behaviors so that they can be measured.
-
-In the second part of this article series, I'll focus on findings from a recent study I conducted inside an open organization, where I tested my measure of informal learning behaviors and connected them to the broader workplace environment and individual work outcomes.
-
---------------------------------------------------------------------------------
-
-via: https://opensource.com/open-organization/19/7/informal-learning-adaptability
-
-作者：[Colin Willis][a]
-选题：[lujun9972][b]
-译者：[译者ID](https://github.com/译者ID)
-校对：[校对者ID](https://github.com/校对者ID)
-
-本文由 [LCTT](https://github.com/LCTT/TranslateProject) 原创编译，[Linux中国](https://linux.cn/) 荣誉推出
-
-[a]: https://opensource.com/users/colinwillishttps://opensource.com/users/marcobravo
-[b]: https://github.com/lujun9972
-[1]: https://opensource.com/sites/default/files/styles/image-full-size/public/lead-images/notebook-writing-pen.jpg?itok=uA3dCfu_ (Writing in a notebook)
-[2]: https://www.groupoe.com/images/Accelerating_On-the-Job-Learning_-_White_Paper.pdf
-[3]: https://www.researchgate.net/publication/316490244_Antecedents_and_Outcomes_of_Informal_Learning_Behaviors_a_Meta-Analysis
-[4]: https://psycnet.apa.org/record/2008-13469-009

translated/tech/20190716 Become a lifelong learner and succeed at work.md

@@ -0,0 +1,75 @@
+[#]: collector: (lujun9972)
+[#]: translator: (heguangzhi)
+[#]: reviewer: ( )
+[#]: publisher: ( )
+[#]: url: ( )
+[#]: subject: (Become a lifelong learner and succeed at work)
+[#]: via: (https://opensource.com/open-organization/19/7/informal-learning-adaptability)
+[#]: author: (Colin Willis https://opensource.com/users/colinwillishttps://opensource.com/users/marcobravo)
+
+
+成为终身学习者，并在工作中取得成功
+======
+
+在具有适应性文化的开放组织中，学习应该一直持续——不会总是在正式场合发生。我们真的明白它是如何工作的吗？ 
+
+![Writing in a notebook][1]
+
+持续学习是指人们为发展自己而进行的持续的、职业驱动的、有意识的学习过程。对于那些认为自己是持续学习者的人来说，学习从未停止——这些人从日常经历中看到学习机会。与同事进行辩论、反思反馈、在互联网上寻找问题的解决方案、尝试新事物或冒险都是一个人在工作中可以进行的非正式学习活动的例子。
+
+
+持续学习是开放组织中任何人的核心能力。毕竟，开放的组织是建立在同行相互思考、争论和行动的基础上的。在开放组织的模棱两可、话语驱动的世界中茁壮成长，每天都需要员工具备这些技能。
+
+不幸的是，科学文献在传播我们在工作中学习的知识方面，帮助个人欣赏和发展自己的学习能力方面，做得很差。因此，在本文系列中，我将向您介绍非正式学习，并帮助您理解将学习视为一种技能如何帮助您在任何组织中茁壮成长，尤其是在开源组织中。
+
+### 为什么这么正式？
+
+迄今为止，对组织中学习的科学研究主要集中在正式学习而不是非正式学习的设计、实施和评估上。
+
+投资于员工知识、技能和能力的发展是一个组织保持其相对于竞争对手优势的重要方式。组织通过创建或购买课程、在线课程、研讨会等来提供正式确定学习机会。意在指导个人学习与工作相关的内容，就像学校里的一节课。对于一个组织来说，提供一门课程是一种简单(如果昂贵的话)的方法，可以确保其员工的技能或知识保持最新。同样，教室环境是研究人员的天然实验室，使得基于培训的研究和工作不仅可能，而且强大。
+
+最近的评估表明，70%到80%的工作相关知识不是在培训中学到的，而是非正式的在职学习中得到的。
+
+当然，人们不需要训练来学习一些东西；通常，人们通过研究答案、与同事交谈、思考、实验或适应变化来学习。事实上，[最近的评估表明][2]70%到80%的与工作相关的知识不是在培训中学到的，而是在工作中非正式学到的。这并不是说正式培训无效；培训可能非常有效，但它是一种精确的干预方式。在工作的大部分方面正式培训一个人是不现实的，尤其是当这些工作变得更加复杂的时候。
+
+因此，非正式学习，或者任何发生在结构化学习环境之外的学习，对工作场所来说是极其重要的。事实上，[最近的科学证据][3]表明，非正式学习比正式培训更能预测工作表现。
+
+那么，为什么组织和科学界如此关注培训呢？
+
+### 循环过程
+
+除了我前面提到的原因，研究非正式学习可能非常困难。与正式学习不同，非正式学习发生在非结构化环境中，高度依赖于个人，很难或不可能观察并研究。
+
+直到最近，大多数关于非正式学习的研究都集中在定义非正式学习的合格特征和确定非正式学习在理论上是如何与工作经验联系在一起的。研究人员描述了一个[动态的周期性过程][4]，通过这个过程，个人可以在组织中非正式地学习。
+
+与正式学习一样，非正式学习发生在非结构化环境中，高度依赖于个人，很难或不可能观察。
+
+在这个过程中，个人和组织都有创造学习机会的机构。例如，一个人可能对学习某样东西感兴趣，并为此表现出学习行为。组织以反馈的形式传递给个人，可能表明需要学习。这可能是一个糟糕的绩效评估，一个在项目中发表的评论，或者一个不是个人指导的组织环境的更广泛的变化。这些力量在组织环境中(例如，有人尝试了一个新想法，他或她的同事认识到并奖励了这种行为)或者通过在个人的头脑中反思(例如，有人反思了关于他或她的表现的，并决定在学习工作中付出更多的努力)。与培训不同，非正式学习不遵循正式的线性过程。一个人可以在任何时候体验过程的任何部分，同时体验过程的多个部分。
+
+### 开放组织中的非正式学习
+
+具体而言，在开放组织中，对等级制度的重视程度降低，对参与式文化的重视程度提高，这两者都推动了这种非正式的学习。简而言之，开放的组织只是为个人和组织环境提供了更多互动和激发学习的机会。此外，想法和变革需要开放组织中员工更广泛的认同——而认同需要对他人的适应性和洞察力的欣赏。
+
+也就是说，仅仅增加学习机会并不能保证学习会发生或成功。有人甚至可能会说，开放组织中常见的模糊性和开放性话语可能会阻止不擅长持续学习的人——再一次，随着时间的推移学习的习惯和开放组织的核心能力——尽可能有效地为组织做出贡献。
+
+解决这些问题需要一种以一致的方式跟踪非正式学习。最近，科学界呼吁创造衡量非正式学习的方法，这样就可以进行系统的研究来解决非正式学习的前因后果的问题。我自己的研究集中在这一呼吁上，我花了几年时间发展和完善我们对非正式学习行为的理解，以便对它们进行测量。
+
+在本文系列的第二部分，我将重点介绍我最近在一个开放组织中进行的一项研究的结果，在该研究中，我测试了我对非正式学习行为的研究，并将它们与更广泛的工作环境和个人工作成果联系起来。
+
+--------------------------------------------------------------------------------
+
+via: https://opensource.com/open-organization/19/7/informal-learning-adaptability
+
+作者：[Colin Willis][a]
+选题：[lujun9972][b]
+译者：[译者ID](https://github.com/heguangzhi)
+校对：[校对者ID](https://github.com/校对者ID)
+
+本文由 [LCTT](https://github.com/LCTT/TranslateProject) 原创编译，[Linux中国](https://linux.cn/) 荣誉推出
+
+[a]: https://opensource.com/users/colinwillishttps://opensource.com/users/marcobravo
+[b]: https://github.com/lujun9972
+[1]: https://opensource.com/sites/default/files/styles/image-full-size/public/lead-images/notebook-writing-pen.jpg?itok=uA3dCfu_ (Writing in a notebook)
+[2]: https://www.groupoe.com/images/Accelerating_On-the-Job-Learning_-_White_Paper.pdf
+[3]: https://www.researchgate.net/publication/316490244_Antecedents_and_Outcomes_of_Informal_Learning_Behaviors_a_Meta-Analysis
+[4]: https://psycnet.apa.org/record/2008-13469-009