Contextual Influences on Thinking in Organizations: Learner and Tutor Orientations to Organizational Learning
通过民族志方法研究英国三家银行五个培训项目中学习者和导师的思维取向，发现组织情境（如上级的隐性监督）抑制了培训的学习潜力。
This paper examines the orientations, or frames of reference, of participants in five bank training programmes run by three banks in the United Kingdom. Adopting a symbolic interactionist approach and ethnographic methods of investigation, the paper attempts to elucidate the ways in which both learners and tutors thought about their roles in the learning events and the goals and strategies they adopted in order to cope with their situation. It is suggested that in order to understand the participants' behaviour it is necessary to take into account the contexts in which their actions were constructed. In particular it is proposed that the organizational context of the training programmes, which exposed the participants to the gaze of ‘hidden audiences’ of organizational superiors, inhibited the potential of the programmes as vehicles for learning. It is also argued that interactionist approaches using ethnographic methods, which enable organizational actors to be studied in situ, have an important contribution to make to the wider study of organizational cognition.