案例行动学习法——效率与效果的兼顾

案例教学法、行动学习法等主流商科情境教学模式虽在国内商学院中得到广泛的应用,但囿于使用过程中的资源限制、实施变形及方法本身的局限性,导致教学双方的反馈尚不尽如人意。本文介绍了一种全新的商科情境教学方法--"案例行动学习法"。论文应用建构主义理论探讨了"案例行动学习法"的基本原理,研究了该种方法的能力建构机理,分析了其成为工商管理主流情境教学方法的效率与效果的平衡机理,介绍了前期应用的效果。研究结果表明,"案例行动学习法"作为一种全新的工商管理情境教学方法,能够将案例教学与行动学习两种方法的优点有机结合在一起,具备在全国范围内推广的条件。     

Maintaining Relevance in Business Education. A Framework for Exploring Alternative Teaching Paradigms

Relevance has become a critical factor in business education programs. Such programs must deliver the skills and knowledge that enable participants to learn and thrive in a context of change, growing business complexity and technological sophistication. This paper explores the need to realign our teaching approach to the new demands of business managers in pursuit of maintaining relevance. It considers the changes this requires in the learner: teacher relationship, and the way in which information communication technologies have a powerful role to play in developing and managing this new relationship. A model is proposed to explore the alternative teaching paradigms associated wich might be best described as seismic shifts in the learning landscape. For educators it suggests a change in teaching values that emphasise stronger attention to process skills, less teacher autonomy, direction and control, and a more creative use of technology to encourage diversity, dialogue and distributed team learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

复杂变化环境下人的学习能力：概念、模型、测量及影响

本文主要研究企业复杂变化环境下个人的持续学习能力及其对其绩效的影响。个人是组织学习/团队学习的最小单位和学习型组织/学习型团队中的重要主体。本文首先对个人学习的文献进行了简要回顾总结,然后提出个人学习的定义,基于作者以前的组织学习模型建立了个人学习的九种行为和能力要素,开发了个人学习能力的定义和测量问卷模型(ILCQ)。采用来自企业的244个样本数据进行了统计分析,表明所建立的个人学习能力的测量模型具有好的信度和效度,并初步发现了个人学习能力与个人任务绩效和情景绩效之间均具有显著的正相关关系。希望这一研究为今后个人学习的深入研究建立概念、测量和逻辑关系基础。     

Re-Focusing the Business School Agenda

This commentary agrees with Starkey and Madan (2001) that business schools must incorporate Mode 2 production methods if they are to be significant knowledge producers in the future. We reinforce their specific suggestions about how that might be accomplished by focusing on learning from early Mode 2 attempts, promoting practitioner research, seeking business co-sponsorship and sheltering some Mode 1 practices and values, including longitudinal reflective research and information storage. We also argue, however, that business schools must go beyond such tasks, difficult and expensive though they are. The way business and business schools currently operate, and are being encouraged to operate, does not address the broader issues of human relevance that concern James March (1998) and others. The gap here is a risk for business and society, and appears to require new, Mode 3, methods of knowledge production.     

Structural determinants of team performance: the mutual influences of learning culture,creativity, and knowledge

This study examined the effects of supportive learning culture, team creativity, and collaborative knowledge creating practices on team performance. A survey was used to collect data from a total of 228 knowledge workers from nine Korean organizations. Analyses included measuring item internal consistency, validating proposed constructs, and examining structural relationships using Structural Equation Modelling. The proposed research model was validated in terms of item internal consistency and a model-fit in the Korean business context. Supportive learning culture had a positive and direct influence on team creativity and on the teams' collaborative knowledge creation practices; however, it had an indirect influence on the team performance through the variables of team creativity and knowledge creation practices. In the conclusion, limitations, implications, and further research suggestions are discussed.     

Developing the e-learning community

This paper considers aspects of the theory and practice of e-learning communities. To date much of the research and discussion in this area has been drawn from experiences in education where the prevalent model is best described as supported on-line learning. Propositions on the structure of the e-learning community, and on the role of the moderator, have been based largely on lessons drawn from practice in higher education. The growing importance of e-learning as a tool for informal learning and team development in business is leading to new types of e-learning communities with different objectives, different boundaries and membership, different demands on the moderator and different measures of effectiveness. Two e-learning communities are outlined and some key characteristics are presented.     

Anxiety, Politics and Critical Management Education

The focus of this paper is a discussion of anxiety and politics as they relate to business school pedagogy. Using ideas from critical management education (CME), the paper explores why and how to engage with the anxiety mobilized through attempts to learn. The aim is to discuss emotional and political dynamics that are generated, and too often avoided, in management education. Making these dynamics overt in the classroom can help managers to comprehend the political context within which management takes place. Examples informed by CME are presented, as well as reflections from the author on the anxiety and politics that emerge for the critical management educator in a business school context. The contribution in the paper is to show the way that anxieties and politics within the business school classroom offer opportunities to change how business schools approach the teaching of managers. CME adds value to management education because it challenges what and how individuals and groups expect to learn, and consequently it challenges assumptions about how learning takes place within business schools. Such challenges are seen as an important and integral part of 'making the business school more critical'.     

创业者个体学习、组织学习如何交互影响企业创新行为？——基于整合视角的纵向单案例研究

社会经济的不断发展促使分工愈发精细,对个人与组织间的技术隔离也愈加明显,亟待创业者个体及组织开展跨层次的交互学习以构建组织创新优势。基于此,本文援引学习理论与意义构建视角,从"行动"与"解释"出发,采用纵向单案例研究方法,基于"个体-组织"整合性分析框架,探究了不同创业阶段内跨层次行动主体间的学习互动模型,揭示了其对企业创新的影响路径。研究发现:创业者个体学习与组织学习间的互动,表现为渐变初期个体利用式学习经"自上而下"团队互动主导形成组织单环式行动;而在调整转变期,个体学习与组织学习发生交互影响,包含个体探索式学习经"横向协同式"团队互动主导形成组织双环式行动,以及组织双环式行动转换为单环式之后,经由持续反思与质询,刺激形成创业者个体利用式学习;最后,在发展突变期,个体利用式学习经"制度化统筹式"团队交互合作促成组织单环式行动,同时个体探索式学习经"跨越层次自主式"团队交互激活组织双环式学习。此外,在不同创业阶段,3种互动逻辑与意义构建框架下的创新决定机制呈现出以个体创意激发与扩散、信息整合与匹配以及平衡矛盾与冲突3种不同的影响路径展开的态势。本研究为创业学习理论和创业实践过程贡献了新的启示。     

MBA学生团队学习效果及影响因素研究

团队学习是管理教育中普遍存在的教学方式。以158名M BA学生组成的35个学习团队为样本,侧重探讨团队内部的认知活动和人际互动的质量对团队学习效果的影响。研究结果发现:团队成员间的沟通质量影响团队共享心智模型的建立,从而影响团队学习效果;团队成员中搭便车的行为会对团队成员的满意度产生消极影响,并降低团队学习效果;团队成员在学习中沟通和人际互动的质量会影响到学习之外的友谊关系。     

Learning and Organization in the Knowledge‐Based Information Economy: Initial Findings from a Participatory Action Research Case Study

This paper reports on an ongoing, multiphase, project‐based action learning and research project. In particular, it summarizes some aspects of the learning climate and outcomes for a case‐study company in the software industry. Using a participatory action research approach, the learning company framework developed by Pedler et al. (1997) is used to initiate critical reflection in the company at three levels: managing director, senior management team and technical and professional staff. As such, this is one of the first systematic attempts to apply this framework to the entire organization and to a company in the knowledge‐based learning economy. Two sets of issues are of general concern to the company: internal issues surrounding the company's reward and recognition policies and practices and the provision of accounting and control information in a business‐relevant way to all levels of staff; and external issues concerning the extent to which the company and its members actively learn from other companies and effectively capture, disseminate and use information accessed by staff in boundary‐spanning roles. The paper concludes with some illustrations of changes being introduced by the company as a result of the feedback on and discussion of these issues.     

Early experiences of mentoring: Design and use of multimedia materials for teaching OR/MS

The MENTOR project, based at the University of Strathclyde, is producing multimedia computer based learning materials with the aim of improving both the effectiveness and the efficiency of teaching Operational Research/Management Science in higher education. The process of development has been carefully designed to encourage ownership of and commitment to the materials amongst lecturing staff in Universities, with the aim of ensuring widespread use. The paper outlines this process of development and design of materials. Experiences in introducing students to the use of these materials as an integrated part of a Management Science class are reported. Feedback from students has been very positive but also indicates the need for ongoing support and direction.     

Entrepreneurship and Small Business Management: Can We Afford to Neglect Them in the Twenty-first Century Business School?

This article reviews the case for business schools becoming more seriously involved in teaching and research in the field of entrepreneurship and small business. It begins by reviewing some of the global pressures that underpin the need for management schools to devote more serious attention to these phenomena. It then argues the central case for a clear conceptual stance to be taken on the relationship between small business and entrepreneurship as a basis for core programme and pedagogical design. It finally reviews the key issues of change that will confront business schools wishing to move into this area under the three headings of: involvement with the community; teaching and research; and organization design.     

Why management professors (should) teach ethics in the classroom

This article explains in comprehensive macro and micro terms why business management professors teach or should be teaching ethics as part of their classroom subject matter. Ten different perspectives, starting with transcendental and global, and ending with departmental and individual, are presented in convincing fashion. Ethics is an extremely popular topic today inside and outside of business schools. This article summarizes why; and it attempts to encourage professors who are not yet a part of the new environmental-ethical era of the 1990s to join the movement.     

Avoiding the valley of death in educating strategists

Billions of dollars and hundreds of millions of hours are invested every year in executive education. However, much of this investment dies in a familiar “Valley of Death” (VoD) wherein what is learned in the classroom is not applied when the strategist returns back to work. Based on 30 in-depth interviews and live observation, we investigate the architecture of an executive education program designed to avoid the VoD. In the observed program, senior partners of a strategy consulting firm, and their key strategist clients, are brought together to co-learn strategy associated with scenario planning, and, at the same time, improve their ongoing business relations. We find that adopting a “paired learning structure” and utilizing “live case content” results in “group-level co-learning” (or the co-production of knowledge) that, participants report, avoids the VoD. This research contributes to the scholarship on learning architecture in executive education by establishing linkages to the literature on client-partner relationships, modelling the student, and service co-production in knowledge-intensive organizations, and, in the end, provides a blueprint that professional service firms and business schools, seeking to produce more value for their participants, can jointly emulate.     

Making the Business School More 'Critical': Reflexive Critique Based on Phronesis as a Foundation for Impact

This paper explores how the business school can become more critical by advancing the notion of reflexive critique . Drawing on diverse literatures propounding a critical perspective, this paper integrates the various interpretations of 'what it is to be critical' and proposes phronesis as a foundation for responding to and extending the relevance and rigour debate by articulating what it means for business schools to have a critical impact on management practice. A phronetic analysis of management education provides an innovative lens for understanding the power of critique in engaging academics and business practitioners in the co-creation of knowledge. This is illustrated by distilling the main insights from the experience of introducing an innovative course entitled 'Critical Thinking' offered to MBA students over a five-year period. The paper discusses the importance of critique in the business curriculum and explains the rationale for introducing the course and its objectives, as well as the learning and teaching techniques employed. The analysis considers how reflexive critique can be a platform for integrating a critical analysis of management informed by management research and academic thinking in relation to business practitioners' practical experiences of managing. The paper concludes with a review of the main lessons learned and the implications for future initiatives intended to foster engagement of theory and practice and the collaboration of academics and business practitioners.     

Task Design,Team Context,and Psychological Safety: An Empirical Analysis of R&D Projects in High Technology Organizations

High technology organizations need to develop new products or processes that address the dual goals of exploration and exploitation. The competing viewpoints and the asymmetric nature of market returns associated with these goals in R&D projects can heighten stress levels among project team members and reduce their psychological safety. While current research calls for greater focus on task design for improving psychological safety, we know little about how team contextual factors affect this relationship. This study develops and tests a conceptual framework that examines the moderating role of R&D team contextual factors, namely, relative exploration and project‐organization metric alignment on the relationship between a key task design variable, namely, team autonomy, and psychological safety. Relative exploration captures the extent to which exploration goals are emphasized over exploitation goals in an R&D project, while project‐organization metric alignment measures the extent to which project metrics are aligned with broader organizational metrics. Furthermore, we examine the performance consequences of psychological safety in R&D projects. The empirical analysis is conducted using primary data collected from multiple informants across 110 R&D projects in 34 high technology business units. Our results indicate that relative exploration and project‐organization metric alignment have contrasting moderating effects. Furthermore, the effect of psychological safety on project performance is found to be indirect and mediated through team turnover. Implications of the study findings, limitations, and directions for future research are discussed.     

The same but different: HRD master’s programmes in the United States

In this study, we examined the curricular and institutional characteristics of HRD master’s programmes in the United States. Our sample included 108 programmes in 100 institutions that were self-identified as HRD programmes. Among our findings: (1) fewer programmes were located in schools of education (44%) and more were located in schools of business (28%) than indicated by previous research; (2) there was greater homogeneity in curriculum among programmes in the same institutional locations (e.g. schools of education or schools of business) and greater variation among programmes in different institutional locations; (3) the curriculum of programmes located in schools of education tended to focus on traditional educational topics such as adult learning and instructional design, while the curriculum of programmes located in school of business tended to focus on management topics such as organization development, staffing and employment law. Our findings suggest that the nature of HRD as an academic subject varies with institutional location, as do the skill sets of students who graduate from HRD programmes. Future research should take these differences into account.     

The benefits of embedding experiential learning in the education of planners

Abstract

In a future of complexity, uncertainty and fragmented governance we envision planning graduates who will be better prepared for the real world of planning as a result of an experiential learning (EL) approach in undergraduate tertiary education. In this paper, we present the findings of an Australian research project in which planning educators developed and tested a range of experiential planning principles based on sound pedagogical theory. Embedding EL principles and activities within the planning curriculum provides a structured programme of engagement between theory and practice over the four years of an undergraduate Australian planning programme, including opportunities for work-integrated learning. Students gain experience in negotiated decision-making involving a wide range of interactions with planning practitioners. Students become more adaptable—cognizant of mechanisms influencing change, and recognize the value of lifelong learning founded on critical reflection. We propose that a more systematic approach to integrating experiential learning in tertiary planning education culminating in ‘work integrated learning’ would provide a vehicle for further partnerships with responsive local practitioners and communities. Finally, this paper also argues that applying experiential learning does not compromise the quality of planning education based on greater academic rigour.     

The green company: A case of labor management and employee empowerment in a small business

The basis of this teaching case is a small nursery and landscape business in the Northeast United States. The case describes how the company attempted to implement a decentralization and employee empowerment program to move relevant decision-making closer to the work site. It illustrates that shifting from a centralized top-down style of management to a decentralized incentive driven style can create many challenges for a small business. Moreover, top management should be cautious about delegating responsibilities to line managers. Not all employees will be successful in this new environment, and without procedures for monitoring and control, significant learning may be necessary as employees move into this environment.     

发达国家企业后勤战略的新趋势

企业后勤战略是企业战略的一个重要组成部分.企业重组和兼并的浪潮、地区一体化和全球化的发展趋势以及竞争的日益加剧,使得企业的经济环境发生了很大变化.发达国家的企业审时度势,纷纷制定和实施新的后勤战略,如及时后勤战略、一体化后勤战略和全球后勤战略,以适应当今的经济环境,保持竞争优势,获取更大的生存与发展空间.这些战略对于即将加入WTO的我国企业来说,具有很大的借鉴作用.