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。     

Revitalizing the MBA for the New Millennium: A Collaborative Action Research Approach

Business schools are facing increased competition due to information technology innovations and customer dissatisfaction. In response, business schools are turning to a variety of solutions, such as team teaching, integrated curricula, and distance learning. This article presents the results of a collaborative action research project initiated by one business school faced with the need to revitalize its MBA program. The faculty engaged in this project learned much about the challenges of teaching an integrative course and the constancy of change. We share our conclusions and recommendations about an integrated curriculum, distance learning, adult learning, team teaching, revisions in program duration and structure, as well as advice on the necessary administrative support and compensation for business schools contemplating such changes. This revised version was published online in July 2006 with corrections to the Cover Date.     

Linking business models with technological innovation performance through organizational learning

This study examines how business models affect technological innovation performance through the mediating role of organizational learning. Using hierarchical regression analysis with data from 173 Chinese manufacturing firms embedded in global manufacturing networks, this study shows that both efficiency-centered and novelty-centered business models affect organizational learning. The results also demonstrate that organizational learning fully mediates the relationship between efficiency-centered business models and technological innovation performance and partially mediates the relationship between novelty-centered business models and technological innovation performance. This study provides new insights into the influence of business models on technological innovation performance by showing the indirect influence of business models. This study may help managers better understand the influence of business models on technological innovation performance.     

Standards, Competence and Knowledge: Initial Teacher Training and Business

Initial teacher training in England and Wales has undergone a number of reforms which have imposed greater central control on institutions and individual programs. The culmination of this process has been the introduction of a competence based model. In this paper the authors explore the factors which have led to the adoption of a competence based approach in many sectors of education and training. They describe how a Post Graduate Certificate in Education program has been developed to enable students to achieve competence through the establishment of links between education and business. They go onto consider the wider implications of this approach for teaching and learning. This revised version was published online in July 2006 with corrections to the Cover Date.     

Building Strategic Technology Alliances for Teaching and Learning

There is a major need for higher education to confront intense competition, enhance academic programs to meet the challenges of this competition, and to develop new teaching and learning strategies to meet the demands of the global marketplace. Technology and the Internet are intended to break down the barriers of time and space and enable more students to participate and collaborate with faculty and other students. Critical thresholds must be met in order to use technology to communicate, collaborate, and transform teaching and learning. Strategic technology alliances establish a partnership between technology vendors and higher education that will achieve these thresholds to meet the teaching and learning needs of the 21st century student. This revised version was published online in July 2006 with corrections to the Cover Date.     

Web 2.0 support for individual,group and organizational learning

This article explores how Web 2.0 interactive technologies are valuable for generative, learner-driven, instructor-facilitated virtual learning processes integrated with work tasks for solving problems and coping with challenges. This is in contrast to the earlier generation of one-way technologies that is traditionally used for adaptive, instructor-driven online learning programs for skills and knowledge training, and communicating corporate policies and procedures. Learning professionals need to be open to encourage employees' experimentation with new software tools and techniques, value technology gatekeepers in their organization and promote informal learning.     

The myth of change management: A reflection on personal change and its lessons for leadership development

Abstract

In this article I reflect upon my own personal learning when faced with significant individual change, leaving a corporate role to start my own business and returning to serious study after twenty-five years of neglect. I look at the relationship between individual and organizational change, trying to reconcile the mechanistic models of change ingrained by years of practice with new insights gleaned from my own personal transition. Implications for change agents include taking a more adaptive and multi-dimensional approach to change, rather than vainly trying to manage it. For people developers it may question the way we develop leaders and managers to cope with change. And all of us may decide we can be better at learning how to embrace perpetual change and perpetual learning as part of the same unpredictable process.     

A Study of Typology of Teacher’s Questions

This study invested the typology of teacher’s questions as well as its functions in teaching. Teacher’s questions are widely acknowledged as a valuable instrumental strategy,improved classroom questioning strategies may contribute to the development of students’ higher cognitive-thinking skills,asking the right questions appears to enhance the student learning.     

Linking organisational commitment with continuous learning through peripheral vision and procedural memory

Under some circumstances such as the lack of commitment of peers or the imposition of excessive authority, many employees tend to turn a blind eye to either the development of new, more effective procedures or recognise that new or modified customer needs have developed. In these situations, organisational commitment is a preliminary step not only to the effective implementation of current procedures but also to questioning values of the organisation and future needs of customers. This study proposes that organisational commitment helps alleviate these problems by maintaining an ambidextrous perspective between procedural memory and peripheral vision to promote continuous learning. This research has therefore been conducted to explain both conceptually and empirically how peripheral vision could interact with and influence procedural memory, and hence facilitate continuous learning (CL) within the business. While peripheral vision is often associated with developing and supporting knowledge structures for the exploration of new opportunities and with identifying and addressing new clients, many consider these knowledge structures as examples of organisational routines and procedures, and thus as aspects of the ‘procedural memory’ of an organisation. To contribute to the understanding of these relationships, this study addresses two questions: (1) Are outcomes of CL processes within the organisation determined by the presence of organisational procedural memory – both skills and knowledge, and (2) Does an improved peripheral vision result in higher levels of learning? After using PLS-SEM on a sample of 203 employees of Spanish banks, our findings support the theory that peripheral vision facilitates the emergence of new and unconventional behaviours within a culture, which in turn has a positive effect on the firm’s continuous learning.     

Facilitation and Dialogue as Methods of Reflective Practice in Professional Education

Students may fear sharing their learning in public because classrooms are not traditional places where we teach skills needed for mutual understanding, such as facilitation and dialogue. This is a pedagogical challenge for planning, policy, and design fields because contemporary teaching requires collaboration among participants. We propose that learning to work collaboratively in the classroom has broader relevance for practice because it mirrors the learning that happens in organizations. To address this opportunity, we trained students in facilitation and dialogue. In this article, we discuss the design, implementation, and outcomes of this intervention.     

The influence of learning activity on low-skilled workers’ skill improvement in the South Korean manufacturing industry

The main purpose of this study was to explore how low-skilled worker’s learning activity influences skill improvement. Using a unique 2007 Human Capital Corporate Panel data-set from the South Korean manufacturing industry, we operationalize skill improvement over time among low-skilled workers. A worker is classified as ‘low skilled’ if he or she has a low education level and poor technical skills. Regression models show that low-skilled workers’ informal learning positively influences their skill improvement. In contrast, we note that supervisors negatively influence skill improvement of low-skilled workers when measuring the change in technical skill proficiency. Quality circle programmes also have a positive influence on skill improvement. In conclusion, skills can be improved through planned interventions that increase collaboration on the job. The results from this study help to highlight the importance of designing learning interventions for low-skilled workers that take account of their underlying education and skills.     

Can good leadership be learned through business games?

This article explores the use of business games to question whether they can be used to learn good leadership. The answer comes in three parts: yes, no and maybe. By studying the use of a game to teach change management in the light of adult learning theory, the article discusses how different kinds of learning processes emerge and contribute. On the basis of qualitative interviews and observation, a case study is used to explore how the particular, didactic orchestration of a game-based learning process, together with emergent, informal learning processes, contributes to leadership learning. As participants are immersed in formal, non-formal and informal learning processes, these processes contribute to improving leadership in practice in a variety of different ways. The article concludes that (1) yes, game-based learning does contribute to teaching operational leadership in a formal manner; (2) no, in and of itself, the formal learning of games has a limited impact on leadership learning, but in combination with other didactic activities, its contribution is profound and (3) maybe, since by tapping into the extensive knowledge of other participants, games inspire informal discussions on leadership topics that are not directly relevant to the game, but are in other ways beneficial.     

Living in the shadow of OD: HRD and the search for identity

The paper attempts to describe the similarities and differences between organizational development (OD) and human resource development (HRD). While it is argued that HRD practitioners need to acquire some of the skills of OD consultants, these are likely to be limited to the development of personal skills and learning in the attempt to achieve intrapreneurialism and personal transformations. We argue that HRD is living in the shadow of OD because it is slow to recognize its roots in the debates of that discipline. It is therefore suggested that HRD will recognize its true potential only when it identifies its core knowledge and skills. We argue that HRD can find its essential identity in four main ways: by focusing on the organization's business strategy; by devolving responsibility to line managers; by adopting an employee-centred approach to learning; and by emphasizing workplace learning. However, a wider behavioural understanding and a greater degree of reflectiveness in relation to the politics of change and the skills of the change agent must inform this identity.     

企业环境下个人获取知识和输出知识能力对组织公民行为影响的研究

很多研究者关注企业组织环境下个体如何获取和输出知识、以及个体获取和输出知识与其前因和结果的关系,但是,这些研究至少在以下两方面有待进一步完善:一是未考察个体获取和输出知识对组织公民行为的作用机制,二是鲜有研究将获取知识和输出知识同时纳入研究范畴中。本研究的目的正是希望针对以上问题,考察企业环境中个体获取知识能力和输出知识能力对于组织公民行为的影响机制。对216个样本的实证研究结果表明,个人获取知识能力能够提升个人组织公民行为,而且这种影响是通过输出知识能力的完全中介作用实现的。本研究结果不仅丰富了个体学习和组织学习的相关理论,而且为企业推动组织学习提供了新的思路:企业管理实践中,只有在组织中对人们"获取知识"和"输出知识"齐抓共管,才能更好地促进个体组织公民行为,更好地建设学习型组织,推动组织的可持续生存和健康和谐发展。     

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.     

Workplace learning strategies,barriers, facilitators and outcomes: a qualitative study among human resource management practitioners

Recently the role of human resource management (HRM) practitioners has become more professionalized and more strategic. Consequently, HRM practitioners have had to develop new competencies in areas such as change management, influence and technology. Workplace learning, which is important for professional development, is examined for 13 HRM practitioners in government, healthcare, post-secondary education and business organizations in the Halifax Regional Municipality area. Of particular interest were learning strategies, barriers to and facilitators of learning and outcomes of learning. To obtain rich data, practitioners were interviewed face to face using an interview guide. Results indicated that these practitioners are mostly similar to other professional groups in terms of workplace learning, with a few key differences. The similarities and differences are presented, and implications of these findings for HRM practitioners and future directions for research are discussed.     

After the revolution: the physician executive of the future

There is a revolution in health care occurring in our midst. The roots of this revolution are explored. The physician executive of the future will need a new set of skills because the health care system will change. This new, evolving set of skills includes being: Savvy about business; simultaneously employer- and customer-focused; and technologically driven. This manager must be a team builder rather than a lone ranger. These skills are learnable, just like piloting a plane or doing a surgery. None of us was born with the skill to practice medicine any more than we were born with business skills. While many physicians are depressed by the present health care climate, feeling a loss of power and a loss in spirit, the vision of the physician manager must carry them and the organizations they build forward through uncharted waters to a future which is every bit as exciting as our past.     

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。     

Transfer of training: A review and new insights

Even successful training programs cannot guarantee that newly learned knowledge and skills will be transferred to the workplace. This has led to researchers’ interests in understanding the transfer process. Notwithstanding that transfer issues have been studied for several decades, the recent emphasis on ‘workplace learning’, especially the so‐called ‘situated learning’ approach, suggests that conventional training transfer research may be inadequate to understand the dynamics of performance improvement through training. Against this, the authors point to the increased policy emphasis on the development of transferable generic skills, which underscores the ongoing importance of training transfer. This review paper suggests that the role of trainees themselves has not been dealt with sufficiently in research, which leads to a new direction for studying the transfer of training.