英语翻译Intraorganizational Learning The new intraorganizational

英语翻译
Intraorganizational Learning
The new intraorganizational learning systems are characterized by a wider distribution of the knowledge production function (see chapter3 and Steinmueller2000b).The previous period,referred to as that of mass production,was characterized by intense specialization in knowledge production or reproduction functions within the company and between sectors.Under the new systems,knowledge production is more inclined to be distributed throughout the community.This translates into the extension of experimental forms of learning in companies,which require employees to conduct experiments in the course of their everyday productive activities in order to select the best strategy for the future (chapter3).It is not enough,however,to let people experiment.It is also necessary to establish mechanisms that will encourage these people to evaluate,document,and share their experiences.In this sense,the emergence of new learning systems in which knowledge production is more collectively distributed is inseparable from the management of knowledge.
Linkages and feedback between the various loci of knowledge production have to be recognized and supported.We can observe a potential failure of this feedback stemming from the nature of knowledge produced in the two locations.It is relatively tacit knowledge that is generated on-line,and this sort of knowledge is difficult to incorporate into the process of formal research.Formal research tends to place more emphasis on codified (more visible) knowledge.There can be a sort of a vicious circle.The part of the knowledge stock that is produced “outside”(not in places dedicated to formal research) remains invisible or tacit.Its invisibility implies that when resources are being allocated among learning activities,this location is overlooked.Thus,it is “underfunded” and produces less than the optimal amount.This can generate a further decrease in the amount of learning that takes place “outside,” and the cycle continues until “outside” locations are perceived as contributing nothing to the advancement of knowledge.
Such problems will also arise in sectoral cases,as my short presentation about the weak linkages and feedback between educational R&D and the professional practices of teachers showed in chapter8.

实在是不好翻译啊
翻译了几句就不行了～
还是找找其他高手吧