行动学习与大学生创业教育探讨

初步分析了我国大学生创业及其创业教育的现状与特征,概括总结了行动学习的概念、内涵、方法、原理以及研究理论,在此基础上,应用经验学习循环和群体动力学理论方法,构建了基于行动学习的大学生创业教育双循环学习模型.为大学生创业及其创业教育提供了一点粗浅的新思路和方法.     

论组织学习过程

知识管理是知识经济时代知识组织的特征之一，其实现的基础为组织学习。组织学习发生的方式来看，包括单环学习、双环学习和三环学习等三种模式。本文在系统回顾相关研究成果的基础上，分析了组织学习动态过程。     

组织学习的十大误区评述

<正>1.机械式学习机械式组织学习的行为往往是在单调重复的形式上进行,缺乏创新性的活动。企业可能已经意识到组织学习的重要性,并为此建立了相应的专门组织、进行学习动员,但对学习方式的理解存在严重偏差,把学习活动局限于某种外在的形式,忽视对内部机理、路径与协调的详细规划。这种僵化式的学习在我国企业界最为普遍,其原因不仅是由于对组织学习内涵理解的偏差,也是源于我国几十年计划经济所遗留的弊端。20世纪末期,组织学习的概念刚刚为我国企业界所了解,许多企业的学习活动似乎开展得热火朝天。但在学习形式上主要以企业员工的学历提高为标准。在此热潮下,企业投入了大量人力物力,大批员工被派出脱产学习,换回了一张张金光闪闪的招牌。而对学习的内容是否重复、是否真正为企业所需、是否为企业的价值增值产生即时效应,却漠然视之。     

战略联盟中的组织学习研究

通过战略联盟学习组织外部的知识和技术诀窍(know-how)越来越受到企业的重视。战略联盟中的组织学习,根据不同的学习目标可以分为四种模式:非对等学习、非相互学习、竞争性学习和非竞争性学习。战略联盟中成员企业的组织学习过程受到多种因素的影响,如学习意图、学习过程的透明度及吸收能力等。为了促进战略联盟成员企业的组织学习,需要建立有效的机制和联盟成员企业之间相互信任,有明确的学习意图、正确选派学习代理人、促进联盟知识的分享。     

互联网时代下组织学习机制构建——以联想复盘式学习模式为案例

在互联网时代下,企业组织在成长过程中面临更为复杂的外部环境,有效的组织学习机制和模式的构建显得更加重要,知识更新速度快、学习资源丰富甚至冗余、学习节奏高效、团队学习要求突出等要求企业必须构建高效稳定的组织学习模式.本文以联想复盘式学习模式及其在相关多元化战略制定执行过程中的应用为案例,分析了复盘式学习模式的特点,对在互联网时代下构建有效的组织学习模式有重要意义.     

职场是更大的学习场

学习能力是人的核心能力孔子和圣吉都提倡学习任何职业都需要继续学习,终生学习学习能力是一个组织的核心竞争力95%的组织自称是学习型组织职场学习和学校学习不同让学习之风吹过我们的职场什么是人类进步的最大动力呢？我认为是学习能力。正是学习能力,使人类一天比一天进步,无论做什么事情都更节约时间和成本。     

从实践观点看组织中的学习

文章讨论了组织学习和工作实践的关系,延续了注重实践的组织学习研究趋势,在文献分析的基础上,提出了一个面向实践的组织学习框架。     

企业学习:现状、问题及其对创新和竞争优势的影响——2006·中国企业经营者成长与发展专题调查报告

本文是国务院发展研究中心中国企业家调查系统组织3,511位企业经营者参与的“2005·中国企业经营者问卷跟踪调查”的专题调查报告——“企业学习:现状、问题及其对创新和竞争优势的影响”的主要内容。调查结果显示,绝大多数企业经营者个人学习能力明显强于组织学习能力,企业经营者个人学习能力与组织学习能力之间存在一定程度的相互影响。个人学习能力和组织学习能力的提升都对企业创新和竞争优势有较大影响,其中组织学习能力的影响更大。     

论组织学习研究的若干问题

探讨了组织学习研究的若干基本问题，对组织学习的内容、过程、主体和类型进行了讨论和界定。     

基于学习的组织文化建设

组织文化是学习型组织系统中组织子系统的关键要素之一。传统的组织文化制约着组织学习机制的运行,对传统的组织文化进行变革和创新,使之发展为学习型文化,成为组织学习的保证,是组织变革和发展的主流。本文在阐释组织文化含义及类型的基础上,指出学习型组织文化应该具备的一系列特征,进而提出创建与组织学习相适应的学习型文化的程序和方法。     

A Holistic View on Learning in Project‐Based Organizations

Although researchers have over the years highlighted the importance of managing and supporting learning in project‐based settings, it still seems to be problematic. New project management capabilities are needed, such as systems thinking, which will allow project‐based organizations to better cope with learning in the organizations. This article explores how Swedish project‐based organizations within an engineering and construction context manage and support learning activities today and discusses, with the support of process management literature, how an “organizational‐wide project learning process” could improve the prerequisites for learning in project‐based organizations. Our findings from three project‐based organizations indicate a lack of a holistic perspective on project learning. A conceptual model is proposed, with the aim of validating and promoting process thinking by introducing, for example, new roles responsible for intra‐ and inter‐project learning, respectively.     

学习型组织战略形成的因素分析

企业面临着越来越不确定的环境,每个企业都感觉到了生存和发展的巨大压力。在这种情况下,学习型组织应运而生。战略管理注重监测企业外部环境的变化,利用有限的经营资源,保证企业在动荡的环境中生存和发展。文章在对学习型组织及其战略形成的相关理论进行回顾的基础上,通过两种视角以及分析愿景、学习、文化和认知的共同作用,说明了学习型组织的战略形成过程。     

A Direct Comparison of the Learning Outcomes from Training Programs and Job Experiences in Malaysian Organizations

ABSTRACT

In organizational settings, employees learn mainly through performing their jobs and by attending training programs. Empirical evidences that compare on the types and extent of learning occur from these two methods, however, are lacking and thus worthwhile examining. Hence, a questionnaire-based survey was conducted among one hundred seventy-five employees from various firms in Malaysia. This paper reports findings from the survey which addresses two main research questions: (1) What are the differences and similarities in learning outcomes of job experiences and formal training programs? and (2) Which method is superior? The respondents were asked to rate, using a five-point scale, five learning outcomes attributable to formal training programs and job experiences: recognition, job knowledge, communication and interpersonal skills, job quantity and quality, and independence and flexibility. The mean rating shows communication and interpersonal skills as the first-ranked learning outcome from both methods. On the other hand, recognition was ranked the lowest. T-test results indicate a significant overall superiority of job experiences over formal training programs. These and other findings imply important considerations in designing job and training in organizations. This paper calls upon organizations as well as individual employees to re-examine their approaches to workplace learning in order to obtain a synergetic learning impact from both job experiences and formal training.     

行动学习在物流企业创建学习型组织中的应用

在介绍了学习型组织和行动学习的理论之后，对我国物流企业在创建学习型组织中如何应用行动学习和标杆学习提出了建议，为我国物流企业创建学习型组织提供了一种新的思路。     

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。     

身份模糊性情景下组织如何实现双元学习?

移动互联时代,组织身份模糊性成为企业发展面临的一个新挑战.通过观察一家传统书店成长为新型文化空间的过程,探索了企业如何在身份模糊性情形下达成双元学习,从而实现持续发展.组织面临的身份模糊性主要表现为身份矛盾性和身份空泛性.通过进一步的分析,发现身份模糊性情形下实现双元学习包含两条路径:①身份矛盾性情景下需要组织进行多重...     

Flexibility and Rigidity in Crisis Management and Learning at Swedish Public Organizations

Abstract

To date the relationship between crises, organizational crisis management, and learning has been understudied. In an effort to broaden theoretical understandings of the relation between crisis and learning, this article analyses the crisis management and learning processes of two public organizations during a sequence of two failures. A framework of rigidity versus flexibility in response is utilized in the analysis. The findings are discussed in relation to their implications for the nexus between crisis and learning. The study concludes by raising four hypotheses for further research.     

Why HR policies fail to support workplace learning: the complexities of policy implementation in healthcare

An appropriate human resource policy infrastructure to support workplace learning has been advocated both within the literature on workplace learning and in official British Government guidance for healthcare organizations. Yet minimal empirical evidence exists to support the view that HR policies are able to promote greater use of workplace learning methods within organizations. This proposition was tested through collecting both quantitative and qualitative data from staff in British hospices. The findings demonstrated the limited effects of HR policies in this respect and five key factors were identified that appeared to influence HR policy implementation in this instance. These findings have wider significance for our understanding of the complex interrelationships that potentially exist between HR policies, their outcomes and the mediating factors associated with policy implementation.     

Employee involvement,the quality of training and the learning environment: an individual level analysis

Theories such as human capital theory, the metaphors of learning and the high involvement work paradigm all suggest that the quality of training and learning varies along a number of axes. This article shows how these theoretical insights have been translated into questions used in a UK survey of 6829 employees carried out in 2006. We find that the qualities of both the training experience and on-the-job learning are strongly associated with the extent and nature of employee involvement. This suggests that employee involvement is likely to play an important role in the process of upskilling the workforce, which has been accorded a central role in the economic strategies of many nation states as well as supra-national organizations such as the European Union.     

Benchmarking As a Learning Tool In Voluntary Non-Profit Organizations

This paper explores the benefits of benchmarking in voluntary non-profit organizations. The principal benefit is argued to be that of serving as a management tool to promote organizational learning. A case study illustrating some of the key issues associated with the adoption of benchmarking at the Royal Blind Society of New South Wales is presented to illustrate how the technique enhances organizational learning.