Beyond environmental management—Perspectives on environmental and management research

In a recent article Richard Welford encouraged discussions about the status and future of environmentally related organization and management-research. The following contribution is an attempt to take up some of the challenges that our field faces. The purpose is to analyse the relationship between, on the one hand, a growing flora of environmental efforts and environmental solutions and, on the other hand, a management research that is developing on its own terms. The author's basic premise is that these two need to move closer to each other. A number of theses are also presented. The author's basic thesis is that organization and management theory does not need yet another new special subject; rather, it is environmental research that needs to more seriously include relevant management research. The second thesis is that there are no objective environmental problems (as most environmental researchers maintain), but that environmental problems are social constructions. The paper finishes with a number of conclusions in favour of a management focused environmental research, that is guided by an intention of ‘soft interventions’. © 1998 John Wiley & Sons, Ltd and ERP Environment.     

Economic Methodology and Nobel Laureates: Confirmation of a Methodological Paradigm Shift

Meir Kohn ( 2004 ) argues that two methodologies, the “value paradigm” and the “exchange paradigm,” dominate modern economics with the equilibrium‐focused value paradigm increasingly replaced by the more successful exchange paradigm. This article examines the question of modern economic methodologies and seeks to determine if the shift described by Kohn can be seen in the winners of the Nobel Prize in Economics (1969–2010). Trends in Nobel laureates suggest that Kohn's depiction of the two paradigms and their relationship appears accurate.     

Power learning: racing ahead of your competition

Adhering to accepted practices, not wanting to rock the boat, and squelching dissenting opinions sentence organizations to a repetition of their mistakes. To be successful, organizations must continually learn. Organizations that learn are competitive. They are on the leading edge. They create their own futures instead of being created by their futures. The objective of this article is to present a new approach to learning that greatly enhances the quality of training and educational programs. The key subjects include learning styles, left and right brain processing, and the 4MAT System. In addition, two brief case studies are presented.     

Linking environmental management practices and organizational citizenship behaviour for the environment: a social exchange perspective

This paper reports a field study on the relationship between environmental management practices and organizational citizenship behaviour for the environment via exchange process (i.e. perceived superior support, perceived organizational support and employee commitment). Results from a survey conducted with 407 employees from several organizations suggest that employee is more likely to make extra environmental efforts if he/she perceives that the organization supports his/her supervisor by granting him/her the decision-making latitude and necessary resources to engage in pro-environmental behaviour.     

管理会计在项目驱动型组织中的关注重点

近年来,企业内外环境的巨大变化导致传统的企业组织结构不能适应新形势的发展需要,其必然会被面向市场的项目驱动型的结构所取代。在新的组织结构下,现代管理会计的关注重点必然会发生变化;本文主要论述了管理会计在项目驱动型组织中关注的四大焦点:企业知识管理,时间进度管理,团伙绩效管理和客户关系管理。     

Substantive or Symbolic Environmental Strategies? Effects of External and Internal Normative Stakeholder Pressures

Different forms of stakeholder pressures drive different environmental strategies in organizations. This article differentiates between internal and external normative stakeholder pressures to test their potentially unique effects on environmental strategies. The findings suggest that internal, normative stakeholder pressures primarily drive substantive commitments to environmental practices, reflecting an internalized, voluntary commitment to the natural environment and dedication to environmental leadership by the firm. External, normative pressures instead primarily drive symbolic commitments to environmental practices, aimed at managing the image of the organization to establish and reinforce an appearance of commitment to the natural environment. This novel perspective accounts for the institutionally plural contexts of organizations and their environments, in which internal pressures directly drive substantive environmental commitments and external pressures drive symbolic responses. Copyright © 2017 John Wiley & Sons, Ltd and ERP Environment     

KNOWLEDGE AND THE THEORY OF ORGANIZATIONS: ORGANIZATIONS AS ACTIVITY SYSTEMS AND THE REFRAMING OF MANAGEMENT*

Recent developments in the theory of knowing and doing contrast with conventional rational-cognitive assumptions about management and organization. This, and the emphasis that is currently being placed on the importance of esoteric knowledge for business success, suggests that a review of the relationship between knowledge, organization and management is timely. Activity theory offers a way of synthesizing and developing relevant notions. the approach has its origins in Russian psychology which endeavoured to avoid the dichotomies between thought and action and between individuals and society which have characterized Western theory. Activity theory examines the nature of practical activities, their social origins, and the nature of the ‘activity systems’ within which people collaborate. Modifications to Engestrom's contemporary presentation of the approach are suggested, and a theory of organizations as activity systems is offered. the theory reframes management by modelling the recurrent and embedded nature of human activities, by revealing the tentative nature of knowledge and its action orientation, and by highlighting the opportunities for individual and collective development that engagement and dilemma can provide. the article concludes by reviewing implications for the management of knowledge work, organizational capabilities and organizational learning.     

Enhancing continuous learning: Diagnostic findings from multiple companies

This article describes, both conceptually and empirically, how salient aspects of an organization's work environment can influence whether continuous learning will occur. Survey results from over 500 people in seven organizations, coupled with data from diagnostic interviews, revealed that each organization has a unique learning profile and relies on different sources of learning to develop individual competencies. Those organizations with stronger learning environments appeared to demonstrate greater organizational effectiveness. Several common learning environment factors were empirically identified. These factors were found to be related to perceived competence and satisfaction with development across organizations. © 1997 John Wiley & Sons, Inc.     

Transforming your manufacturing organization into a learning organization.

Many experts believe the only sustainable advantage an organization will have in the future is its ability to learn faster than its competitors. This competitive advantage can be achieved by transforming the organization into a learning organization. This article describes the basic elements of a learning organization and how to transform an organization to focus on learning. The article also describes methods for evaluating the training and learning that occurs within the organization to ensure that training dollars are wisely spent. Finally, the article describes what individuals can do to focus on their own learning and personal development within an organization.     

NON-LEARNING ORGANIZATIONS

Whereas organizational learning and unlearning enjoy a well-established reputation in organization theory, non-learning has rarely if ever been discussed. In this article organizational non-learning is characterized, and techniques for non-learning are identified. It is argued that nonlearning organizations have developed a proficiency in ignoring. They may ignore problems and solutions to problems, as well as their own attitudes to these problems and solutions. Non-learning organizations accomplish this essentially by placing problems and potentially problematic issues with somebody else, to be attended to in the future. Their behavior is supported and reinforced by procedures: by the particular distribution of responsibility that procedures entail, and by the fact that procedures recur. A non-learning option allows for organizational discretion. Organizations are free to account for their work in a contradictory manner — realistic and idealistic at the same time. They are free to learn slowly and to take advantage of their learning.     

Learning organization and work engagement: the mediating role of employee resilience

Abstract

As automation and structural transformations mark the new digital realities of the twenty first century, contemporary organizations demand a highly resilient and engaged workforce to sustain their competitive edge. Despite an eminent literature revolving around learning organization in the management discourse, there is a lack of research investigating the effect of learning organization on employee resilience and work engagement. With this precept in mind, this study developed and tested a mediation model linking learning organization to employee resilience and work engagement. The present study draws on the tenets of Fredrickson’s broaden-and-build theory and conservation of resource theory for supporting the study results. This study used cross sectional surveys of 300 IT professionals in India. Structural equation modeling was used for empirically testing the study hypotheses. Additionally, the study utilized Preacher and Hayes mediation analyses to investigate the mediating effect of employee resilience on the relationship between learning organization and work engagement. The results revealed significant relationship between variables of the study and shows that learning organization positively effect employee resilience and work engagement. The findings suggest that employee resilience partially mediate the effect of learning organization on work engagement. This study offers concrete insights to HR managers for fostering employee resilience which in turn can play a key role in building a highly engaged workforce. Future implications for theory and HRM practitioners are discussed.     

企业微型学习的设计研究

随着计算机网络技术和移动通信技术的飞速发展,越来越多的企业机构期望更高效地组织员工学习新的技能和专业知识,以此提升企业的竞争力。而此时移动学习和娱乐学习的理念出现并广为流行,企业的学习者也越来越关注学习方式和知识管理的便捷性和实时性,企业微型学习的发展正是顺应了这一理念的需求,它是继数字化学习之后出现的一个新型的学习模式。     

高等教育中的组织学习——以浙江大学城市学院为例(英文)

组织学习是一个关于在组织学习和适应的知识领域。这种类型的组织都能够从内部和外部环境的变化作出相应的调整。双循环学习为主要模式,首先介绍了组织的价值观的问题,假设和政策,然后据此改进策略。本文以浙江大学城市学院为例来讨论如何组织学习及应用双循环学习。     

The Dirty Dozen: Common Problem Areas in Principal–Agent Relationships

The main purpose of the article is to educate managers about potential difficulties caused by breach of fiduciary duties on the part of agents/employees within their organization. Managers will learn how to recognize common problem situations so they can take steps to avoid, or at least mitigate, any resulting damage. This article highlights 12 frequent situations—the “dirty dozen”—that pose dangers for business organizations.     

Organizational response to environmental regulation: punctuated change or autogenesis?

Theory predicts that when faced with threatening new conditions, managers often attempt to preserve the status quo by creating a buffer between the organization and the outside world. This paper presents evidence that in response to new water pollution regulation, managers indeed created buffers of technology and personnel, but in some organizations this very equipment and personnel initiated a process of incremental change that led to better environmental protection, more efficient production, and in a few cases, entirely new product and production strategies. For public policy, this research suggests that environmental regulators should allow companies time and flexibility to learn and experiment. For organizational theory, this research suggests a link between punctuated‐equilibrium models of organizational dynamics ( Tushman and Romanelli, 1985 ) and theories of self‐organizing systems ( Drazin and Sandelands, 1992 ). That is, management may respond to external changes by attempting to preserve the status quo, but in so doing influence internal deep structures that then cause organizations to gradually evolve to different behaviours and shapes. Copyright © 2000 John Wiley & Sons, Ltd. and ERP Environment     

大学生村官适岗状况与发展机制问题研究

选聘高校毕业生到农村任职,对于加快社会主义新农村建设,培养农村干部队伍,增强基层组织活力具有重大意义。本文就目前大学生村官适岗状况剖析,对调整培养机制、做好长效发展规划和管理等问题作一定的研究工作,探讨适于我国大学生村官工作的发展机制。同时也告诫大学生,要不断地学习先进理念,增强自身素质,才能跟上社会发展的需要,更好地发挥新农村建设的骨干力量作用。     

Environmental management systems,communicative action and organizational learning

In recent years, an increasing number of private as well as public organizations have been engaged with implementation and use of environmental management systems (EMSs). This raises questions as to the reasons for implementing an EMS and, not least, about the roles and contributions of an EMS in an organization. Based in particular on research on contemporary municipal environmental management in Sweden, and also drawing on EMS research and experiences in other countries, this paper argues that an EMS may be understood not only as a technical tool for analytical management, as is traditionally done, but also as a tool for communicative action and organizational learning. Copyright © 2002 John Wiley & Sons, Ltd and ERP Environment.     

新技术、企业组织变革与财务管理

新技术的发展促进了经济、政治、社会等宏观领域的发展,微观企业组织也深受其影响,作为企业管理的重要组成部分的财务管理,将在新技术的潮流中发生根本性的变革。新技术虚拟化、场景化、网络化、集成化、链接化、实时化、动态化的特征,将使企业的组织结构从以实体为基础的组织形态向以信息为基础的组织形态进行转变,进而使财务管理的主体、客体、目标、体制、对象、价值创造方式和信息发生相应转变。本文深刻分析了企业组织在新技术环境下的巨大变革和财务管理的根本变化,为财务管理的重新定位提供了相应的经验和启示。     

Promoting corporate social responsibility and sustainable development through management development: What can be learned from international service learning programs?

In this article, we discuss how the human resource development (HRD) function can support corporate sustainability strategy by designing and implementing leadership development programs incorporating international service learning assignments. We describe “Project Ulysses,” an integrated service learning program that involves sending participants in teams to developing countries to work in cross‐sector partnerships with nongovernmental organizations (NGOs) and social entrepreneurs, supporting them in their fight against pressing global problems. We present the findings of a narrative analysis of learning stories produced by Ulysses participants. Understanding how participants make sense of, and learn from, their experiences abroad provides us with insights into how service learning programs can help managers to develop the knowledge, skills, and mind‐set that will enable them to successfully support a company's global sustainability and corporate social responsibility (CSR) efforts. We conclude by discussing the implications for leadership development, specifically how organizations can incorporate a responsibility and sustainability focus in their management development programs.     

The interplay between learning strategy and organizational structure in predicting career success

The institutionalization of management development and the money spent on it is in sharp contrast to the importance attached to what we know about how managers learn and whether it helps them to get promotion, given the specific organizational context in which they work. We therefore examined career success as a complex positive or negative function of the individual's learning strategy and the organization's structure. One hundred and twenty-seven managers from three government-related organizations completed a questionnaire. A deep learning strategy, characterized by a focus on meaning and relations, fosters career success, especially in a lowly specialized context. In contrast, a surface learning strategy, characterized by a focus on instructions and facts, hampers career success, especially in a highly integrated context. The findings strongly suggest that management development programmes need to be made to measure, taking into account both how the manager learns and how the organization is structured.