How to build a learning institution? What to learn?

Construction of learning institutions: significance, issues and basic principles

In recent years, many party and government agencies across the country have put forward the goal of building learning institutions and launched various policies around this goal. The unique activity carrier has enabled the party and government agencies to add many learning activity carriers with rich content and distinctive forms in addition to the traditional learning carrier of theoretical center group learning. Correspondingly, the effectiveness of the construction of learning agencies has also been more Significantly. However, if we calmly examine the construction of learning institutions in various places, it is not difficult to find that the construction of learning institutions in many institutions has varying degrees of empty learning goals, superficial learning forms, and indigestible learning content, which violates the original intention of building learning institutions. phenomenon. When summarizing the reasons for their violations of laws and disciplines, many fallen officials always mentioned that they rarely participated in the political study of their units, or they were absent-minded, or they did one thing on stage and another on the stage, all of which are detrimental to learning-oriented institutions. Annotation and confirmation of adverse phenomena during construction. In view of this, party members and cadres of government agencies, especially leading cadres, must have a deep understanding and correctly grasp the significance, issues and basic principles of the construction of learning institutions. Only in this way can they better promote the construction of their own learning institutions.

1. The importance of the construction of learning institutions

In the new era and China’s specific conditions, the importance of the construction of learning institutions is mainly reflected in four aspects:

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First, promoting the construction of learning-oriented agencies will help improve the quality of agency cadres. This is the most direct and basic positive effect of the construction of learning institutions. With the progress of the times, the speed of knowledge production and update has also been accelerating, and today's era has truly become an era of knowledge explosion. In order to adapt to the needs of the times and better survive and develop in the era of knowledge explosion, various concepts and trends that highlight strengthening learning and updating knowledge have emerged, ranging from learning societies to learning organizations. As the embodiment of learning organizations and an important part of learning society, learning institutions are also the product of agency cadres responding to the needs of social development. Specifically, they are cadres working in various types of party and government agencies at all levels. As social As an important part of the members, they also have the inherent need to constantly update their knowledge, achieve continuous learning and lifelong education. Only in this way can they continuously improve their own quality, better cope with the challenges of the times, and then be more capable. To achieve their own comprehensive development and adapt to the development of society. Therefore, in a certain sense, learning can be described as the basic rights and basic obligations of members of today's society. As one of the important social groups, the majority of government officials and cadres, this right and obligation also applies to them.

Second, promoting the construction of learning-oriented institutions will help improve the efficiency of institutions. Although the specific functions of party and government agencies are different, they all face the goal of improving work efficiency. After all, the power of the agency comes from the direct or indirect entrustment and authorization of the people, and the cost of performing its functions is also borne by the people. At the same time, the service targets of the majority of cadres are the people, and their performance in performing their duties must ultimately be evaluated and tested by the people. In order to continuously improve work efficiency and win more people's satisfaction and praise, it is necessary to strengthen the education and training activities for the majority of agency cadres. In other words, we must vigorously promote the construction of learning-oriented agencies. This is because, in the process of building a learning-oriented agency, the majority of agency cadres can directly acquire and master many better working arts and work skills; more importantly, the majority of agency cadres can gradually establish new ideas and broaden their horizons , which in turn enables them to explore more and better work ideas and methods, and ultimately promotes the improvement of work efficiency; furthermore, since the construction of a learning organization is often a process in which the majority of organization cadres share successful experiences and failure lessons, it is also That is the process of group learning. Therefore, building a learning organization often helps the cadres of the organization to collectively become more wise and rational, thereby promoting the continuous improvement of the overall work efficiency of the organization.

Third, promoting the construction of learning-oriented institutions will help improve the party’s style.

Some leading cadres have a serious formalism style, and their approach to the construction of learning-oriented institutions is no exception: they either only know how to teach others and never want to be educated by others; or make a show at the beginning and desert in the middle; what's worse, they simply don't pay attention to the form and always stay away from the learning activities. The fundamental reason for the formalism of some cadres in the construction of learning institutions often lies in their ideological understanding, or lack of understanding of the importance and necessity of building learning institutions, or they have lost their beliefs and changed their values. , and therefore have no interest or even disgust in any political theory learning activities. Of course, the absence of an assessment and supervision system for the construction of learning institutions is also an important cause of this problem.

Third, leading cadres have many learning opportunities, while ordinary cadres have fewer learning opportunities. Comparatively speaking, within the same organization, leading cadres have significantly more learning opportunities than ordinary cadres. This is mainly because, according to relevant regulations, leading cadres often have to participate in more types and longer training and learning activities. For example, in many local party committee central group studies, leaders of directly affiliated departments are generally required to participate, while ordinary cadres do not, and so on. There are many learning opportunities for leading cadres. Although to a certain extent it is a response to their high requirements for performance of duties, large responsibilities and greater urgency to learn, it also results in many ordinary cadres being unable to obtain more learning opportunities and absorb more. The results of knowledge and theory have had a certain impact on the overall improvement of the quality of agency cadres.

Fourth, there are many plans and arrangements, but few assessments and implementations. The reason why many government agencies have made little progress and achieved little results in the construction of learning institutions is often because these institutions only pay attention to planning and layout and ignore assessment and implementation in the construction of learning organizations. Plans and arrangements are far more important than assessment and implementation. In these institutions, the construction of learning institutions often involves issuing documents and talking at meetings, with more printed on paper and lip service and less practical action. Some agencies just want to play word games and use lies to fool their superiors and deal with inspections.

3. Basic principles for the construction of learning institutions

Based on the goals and demands of the construction of learning institutions and the outstanding problems in reality, in the process of building learning institutions, we must especially adhere to and Grasp the following principles in order to better promote the construction of learning institutions.

Principle one: combine theory with practice. This principle requires agencies to organize various political theory learning activities, with promotion of work as an important goal; in learning and training activities, vivid social practice should be used to explain and confirm the theory, and avoid empty preaching; in addition to classroom theoretical study , should also be supplemented by rich social practices (such as surveys and inspections, etc.) to improve learning effects.

Principle 2: Combining ideas and skills. This principle requires that in the process of learning-oriented construction, the goal positioning or content arrangement of any learning activities should take into account both concepts and skills. Because skills can directly promote work, they are needed and welcomed by party members and cadres. Ideas are also worthy of attention, because ideas (thoughts) determine ideas and methods, and then determine the way out and ending. Many innovations in working methods stem from the innovation of ideas and the emancipation of ideas, so ideas and skills cannot be neglected.

Principle 3: The principle of all participation. That is to say, it is required that in the process of building learning institutions, not only ordinary party members should participate, but leading cadres should take the lead in setting an example; not only party members and cadres should participate, but non-party members and even temporary workers working in the institution should also participate. Non-party cadres and temporary workers should participate in learning organized by government agencies, regardless of the fact that they have the basic right and obligation to study as members of society, or the need for them to do their jobs well and serve the overall work of the agency. Activities, not to mention that some temporary workers are also party members themselves. Studying nearby and participating in educational activities arranged by party organizations are also part of the democratic rights of party members.

Principle 4: The principle of multiple approaches.

This principle requires that in the process of building a learning institution, learning methods should be diversified as much as possible. For example, learning activities can not only take the form of theoretical lectures and special reports, but can also take the form of seminars, readings, etc. according to content needs and actual conditions. It will be played with audio-visual videos and other forms.

Principle 5: System guarantee principle. That is to say, in the process of building learning institutions, we should always pay attention to system construction and gradually establish and improve relevant systems to prevent the construction of learning institutions from stalling or weakening due to the adjustment of leading cadres and changes in members, and to avoid the change of attention of leading cadres and the The interference and damage caused by the problem of understanding level to the construction of learning institutions shall be ensured to ensure the continuous advancement of the construction of learning institutions. Specific examples include: establishing a daily check-in system, and an incentive and restraint system that links academic performance to first-rate evaluation, etc.

Scientific promotion of the construction of learning institutions

Building learning institutions is an important measure to implement the scientific outlook on development, improve the quality of agency cadres, and enhance the awareness of scientific development. To improve the effectiveness of creation activities, we must accurately grasp the connotations of the three aspects, firmly establish the three concepts, scientifically handle the three relationships, and creatively promote the creation of learning institutions.

Accurately grasp the three connotations

First, accurately grasp the significance of the activities to create learning institutions. We must regard the construction of learning institutions as a strategic task, actively participate in the practical activities of building learning institutions, stimulate enthusiasm for learning, build a learning platform, and strive to create a good atmosphere in which everyone values ??learning and strives to learn. , constantly improve the overall quality, promote the party's governance capacity and advanced nature construction, and make the agency truly a new type of learning, service-oriented, efficient and honest agency.

The second is to accurately grasp the basic connotation of learning institutions. Building a learning institution is a fundamental requirement for institution construction in the era of knowledge economy. The purpose is to improve the overall effectiveness of the institution through effective organization of learning. Through innovative learning carriers, we deepen learning content, expand learning scope, continuously improve the comprehensive quality, innovation and excellence capabilities of agency cadres and the overall performance of the agency, and better perform management and service functions.

The third is to accurately grasp the basic characteristics of learning institutions. Learning institutions have strong learning ability, innovation ability and cohesion. Learning ability reflects the overall learning ability and level of the institution, innovation is the fundamental purpose of creating a learning institution, and cohesion is the realization of unity and economy through mutual learning and improvement of performance. Therefore, creating a learning organization is not something that can be accomplished overnight by just issuing a document and studying a few times. It is also important to pay attention to cultivating the learning ability, creativity and cohesion of the organization cadres.

Firmly establish three concepts

First, establish the concept of lifelong learning. To create a learning-oriented institution is to enable all cadres and employees of the institution to establish the concept of learning-oriented and lifelong learning, to regard learning as the foundation for individuals to settle down and live in life, and to penetrate into everyone's thoughts so that they can do today's work and think about tomorrow's career. Learn acquired skills. Through continuous innovation of carriers and the construction of long-term mechanisms, a good atmosphere in the institution is formed in which everyone pursues, values ??and advocates learning.

The second is to establish a learning concept for all employees. The purpose of building a learning organization is to improve the overall quality, creativity and overall performance of organization personnel. By continuously improving the learning guarantee, incentive and assessment mechanism, we will further improve the selection criteria for cadres, innovate leadership and working methods, stimulate the motivation of all employees to learn, and form a good atmosphere conducive to advocating knowledge, innovation, and enterprising spirit, so that every cadre and employee can become a Learning cadres and learning employees strive to build morality through learning, increase wisdom through learning, and build careers through learning.

The third is to establish a whole-process learning concept. Adhere to learning throughout the entire process of agency operation, promptly apply all kinds of knowledge acquired in learning to the field of work practice, and transform it into work innovation ideas, measures and results, promote the work-based process of learning results, and improve work efficiency and Service level. The results of learning are further tested through the interaction of knowledge and work, so that the learning results can be sublimated in actual work, realizing the "trinity" of learning, work and service, achieving learning by doing, learning by doing, and realizing the "two promotions" of learning and work.

Scientifically handle the three relationships

The first is to handle the relationship between group learning and individual learning. The hallmark of a learning organization is that all members can actively devote themselves to learning, form a strong learning atmosphere in the unit, and be able to learn and gain something. In the creation activities, we must focus on strengthening group learning and enhancing group learning effects, placing more emphasis on the comprehensive improvement of overall quality, and paying more attention to improving the overall competitiveness of the team.

The second is to properly handle the relationship between long-term learning and short-term learning. Creating a learning organization is a long-term systematic work, not a short-term behavior with time and task requirements. Therefore, we must scientifically handle the relationship between long-term learning and short-term learning. We must have both scientific long-term planning and feasible short-term goals. We must have both special learning around specific work and long-term systematic learning, so as to combine the long-term and the near-term. , echelon layout, overall advancement, and comprehensive improvement.

The third is to properly handle the relationship between business learning and comprehensive learning. Building a team of compound cadres with reasonable knowledge structure is an important guarantee for completing various tasks. In the activities to create a learning organization, we must not only focus on learning the business knowledge of our unit and position, but also actively adapt to the development and changes of the situation, constantly broaden our knowledge, and strive to create compound and comprehensive talents.