研发团队知识冲突对企业突破性创新绩效影响的实证研究

在对团队知识冲突、组织学习与突破性创新绩效之间关系进行理论分析的基础上,运用回归模型和结构方程模型进行实证研究。结果表明:团队知识冲突对挖掘性学习和探索性学习均存在显著的正向影响;挖掘性学习负向影响突破性创新绩效,探索性学习正向影响突破性创新绩效;团队知识冲突并不直接影响突破性创新绩效,而是以挖掘性学习和探索性学习为完全中介变量对突破性创新绩效发生作用。     

创业网络、创业学习与新创企业成长

创业学习是新创企业成长的重要手段。尽管创业网络蕴含了大量可供新创企业学习的知识资源,然而少有研究对创业网络、创业学习与新创企业成长绩效之间的作用机制进行探索。本文整合社会资本理论与组织学习理论,构建了创业网络、创业学习与新创企业成长绩效关系的理论模型,并通过层次回归模型和结构方程模型对理论假设进行了实证检验。结果表明,探索式学习与利用式学习对成长绩效有正向影响;正式网络与非正式网络对成长绩效有正向影响;创业学习对创业网络与成长绩效之间的关系起中介作用。研究结论对社会资本理论与组织双元理论有重要贡献,对挖掘创业网络的学习价值并实现新创企业双元发展有重要启示。     

学习能力与企业绩效:知识资源是中介变量吗

基于知识观和组织学习理论,本文就以下问题展开研究:其一,探讨学习能力与企业绩效之间的关系;其二,将知识资源视为影响学习能力与企业绩效的中介变量,探讨三者之间的关系;其三,考察组织内、外部学习能力对企业绩效的不同作用路径.研究结果发现,知识资源在内部学习能力与企业绩效之间扮演着部分中介的角色;而在外部学习能力与绩效之间扮演着完全中介的角色.本项研究较为深入地揭示了学习能力、知识资源与绩效之间的关系.     

创业导向、人力资源系统柔性与企业绩效关系研究

基于战略人力资源管理的视角,以人力资源系统柔性为中介变量,构建创业导向对企业绩效影响关系的理论模型,其中创业导向被划分为创新与先动性、风险承担性2个维度.利用来自珠三角制造企业的381份调查数据对模型进行实证检验,发现创新与先动性、风险承担性均对企业绩效有显著正向影响;人力资源系统柔性在创新与先动性与企业绩效的关系中起部分中介作用,而在风险承担性与企业绩效的关系中不起中介作用.     

研发团队社会资本对创新绩效作用路径——心理安全和学习行为整合视角

一方面,研发团队作为企业创新活动的基本单位,对提升企业创新能力起着关键作用;另一方面,如何有效管理研发团队以促进创新,在现实中又面临严峻挑战.基于团队心理安全和学习行为整合视角,以151个研发团队585个研发成员为样本,实证研究研发团队社会资本对创新绩效的作用路径.研究结果表明:研发团队3维社会资本(结构、认知和关系)对创新绩效均具有显著的积极影响,团队学习行为部分中介团队心理安全与创新绩效的关系;团队心理安全部分中介团队社会资本与学习行为的关系;团队心理安全和学习行为分别部分中介团队结构资本、认知资本与创新绩效的关系,完全中介团队关系资本与创新绩效的关系.     

本土企业学习效应影响因素的实证研究

从本土企业的视角,提出了一个跨国公司网络内本土企业学习有效性的研究模型,并对模型中决定本土企业学习效应的2个关键因素,即本土企业的社会资本和吸收能力进行了实证检验,考察了本土企业的知识接近能力以及相对吸收能力在此影响过程中的中介作用.结果表明,整体模型达到基本适配标准;本土企业的社会资本和吸收能力对其学习效应均没有显著的直接影响;知识接近能力在组织间信任和学习效应之间扮演了中介角色;相对吸收能力则无论对学习效应的直接影响还是作为吸收能力的中介作用都是显著的.     

组织学习与技术转移绩效的关系研究

选择珠江三角洲地区157家制造型企业为研究对象,构建结构方程模型,深入探讨技术授收双方互动和知识创新分别对组织学习与技术转移绩效关系的调节与中介作用。结果显示:组织学习对技术转移绩效具有显著的正向影响;技术授收双方的互动在组织学习对技术转移绩效的影响中起调节作用;知识创新在组织学习对技术转移绩效的影响中起部分中介作用。这些结论有助于理解组织学习影响技术转移绩效的机理,使组织学习理论能够更好地指导技术转移实践。     

战略学习如何影响组织创新——基于动态能力的视角

已有研究关注到了战略学习对组织创新的重要作用,但对其影响机理的认识仍然十分模糊。本文从动态能力的视角研究战略学习对组织创新的影响,将组织学习和知识管理分别作为过程维度和内容维度纳入战略学习,深入考察动态能力及其3个维度(感知响应、整合利用和重构转变)对战略学习与组织创新关系的中介效应。本文利用248家中国企业调查数据所做的实证研究发现:(1)战略学习及其两个核心维度对组织创新有显著的积极影响但作用不同,知识管理在组织学习与组织创新关系间存在显著的完全中介作用,知识管理各维度发挥着程度不同的部分中介作用。(2)动态能力在组织学习与组织创新的关系中具有显著的完全中介作用,动态能力的3个维度在二者关系中存在显著但不同程度的部分中介作用。(3)动态能力在知识管理与组织创新的关系中具有显著的完全中介作用,其3个维度二者关系中存在显著但程度不同的部分中介效应。(4)在组织学习和知识管理与组织创新的关系中,不仅存在动态能力的完全中介作用,而且同时存在知识管理的完全中介作用。这些结论拓展了战略学习、动态能力与组织创新三者关系理论认知的边界,同时对中国企业组织创新实践有重要的现实指导意义。     

科技型小微企业应用性学习与成长绩效

以广东顺德地区130家科技型小微企业为研究对象,运用结构方程模型(SEM)和多元回归分析方法对应用性学习、成长绩效与环境动荡性之间的关系进行了实证研究。结果表明,应用性学习对成长绩效有正向影响,科技型小微企业通过开展应用性学习可以获得良好的成长绩效;环境动荡性对应用性学习与成长绩效间关系存在负向调节作用,当环境动荡性较高时,应用性学习对成长绩效的促进作用较弱。根据这一结论,通过实践案例,从企业和政府2个角度出发,给出了相应的启示和对策。     

知识共享与组织绩效:知识驱动的人力资源管理实践作用研究

本文基于知识观.提出并验证了知识驱动的人力资源管理实践的三维结构及知识相关的组织绩效的两维结构,探讨了知识驱动的人力资源管理实践对知识共享和组织绩效的影响作用.实证研究表明:第一,注重胜任力和学习潜力的人员选拔、多样性的培训与开发对知识共享和知识探索性绩效具有显著的正向影响,多样性的培训与开发对知识拓展性绩效具有显著的正向影响;第二,知识共享具有中介作用;第三,知识驱动的人力资源管理实践与知识共享对知识探索性绩效的影响要强于对知识拓展性绩效的影响.本研究结果从现代知识管理的独特视角,对人力资源管理实践影响组织绩效的"黑箱"(Black Box)进行了一次新的有益探索,揭示了知识驱动的人力资源管理实践的作用机理.     

向先锋学管理——中国企业家眼中的企业家

改革开放打开了“摸着石头过河”的中国企业观察世界先进企业的窗口。中国企业宛如在沙漠中饥渴跋涉的路人,突然遇见了久违的河流,迫不及待地向世界学习。     

Learning the Wealth of Nations

We study the evolution of market‐oriented policies over time and across countries. We consider a model in which own and neighbors' past experiences influence policy choices through their effect on policymakers' beliefs. We estimate the model using a large panel of countries and find that it fits a large fraction of the policy choices observed in the postwar data, including the slow adoption of liberal policies. Our model also predicts that there would be reversals to state intervention if nowadays the world was hit by a shock of the size of the Great Depression.     

Learning through communicating with the public

Abstract

In 2012, ETH Zurich, in collaboration with Swiss Society of Engineers and Architects (SIA), organized a travelling exhibition on the theme Darum Raumplanung (Spatial Planning: Here’s Why!), which was hosted by 37 Swiss cities (with 42 stops in sum) over the last three years. Through this exhibition and its parallel events, such as grand openings, guided tours, debates, visits in schools and a website, we wanted to raise public awareness of the public’s responsibility, both individual and collective, for the living spaces and the environment. Guided tours for adults, as well as for primary and secondary school students, were conducted by undergraduate planning students and recent graduates of a master’s programme in planning. We discovered that planning students had gained considerable experience in communicating with the public through this exercise.     

Learning to Manage the Multirisk World

Risk assessment, perception, and management tend to focus on one risk at a time. But we live in a multirisk world. This essay in honor of the 40th anniversary of the Society for Risk Analysis (SRA) and the journal Risk Analysis suggests that we can—and have already begun to—strengthen risk analysis and policy outcomes by moving from a focus on the single to the multiple—multiple stressors, multiple impacts, and multiple decisions. This evolution can improve our abilities to assess actual risks, to confront and weigh risk-risk trade-offs and innovate risk-superior moves, and to build learning into adaptive regulation that adjusts over time. Recognizing the multirisk reality can help us understand complex systems, foresee unintended consequences, design better policy solutions, and learn to improve.     

Common Learning

Consider two agents who learn the value of an unknown parameter by observing a sequence of private signals. The signals are independent and identically distributed across time but not necessarily across agents. We show that when each agent's signal space is finite, the agents will commonly learn the value of the parameter, that is, that the true value of the parameter will become approximate common knowledge. The essential step in this argument is to express the expectation of one agent's signals, conditional on those of the other agent, in terms of a Markov chain. This allows us to invoke a contraction mapping principle ensuring that if one agent's signals are close to those expected under a particular value of the parameter, then that agent expects the other agent's signals to be even closer to those expected under the parameter value. In contrast, if the agents' observations come from a countably infinite signal space, then this contraction mapping property fails. We show by example that common learning can fail in this case.     

Progressive Learning

We study a dynamic principal–agent relationship with adverse selection and limited commitment. We show that when the relationship is subject to productivity shocks, the principal may be able to improve her value over time by progressively learning the agent's private information. She may even achieve her first‐best payoff in the long run. The relationship may also exhibit path dependence, with early shocks determining the principal's long‐run value. These findings contrast sharply with the results of the ratchet effect literature, in which the principal persistently obtains low payoffs, giving up substantial informational rents to the agent.     

The Learning Organization: Adult Learning and Organizational Transformation

The concept of the ‘learning organization’, with its roots in self-development and action-learning, has recently caught the imagination of many organizations and researchers. However, emerging definitions are creating ambiguity. There is, therefore, a need to add substance to them, and widen our understanding of what the concept means, by concentrating on what is meant by ‘learning’, and focusing on exactly how adults learn. Understanding and facilitating adult learning in organizations is, by and large, a confused activity that fails to connect with an individual's other experiences and needs, and with what modern psychology and research have to teach us. In particular, learning and skills need to be linked to the questioning of purpose and value in an organization.     

Copyright Issues for the Distance Learning Professor

The Internet has made the accessibility of knowledge both instantaneous and global. The professor who teaches online must be aware of the legal issues created by digital technology. The scope of the Fair Use Doctrine in the U.S. Copyright Law is under debate by educators and copyright owners. Educators advocate amending the scope of works available for distance learning, under the Fair Use principle, to include the same range of exclusions allowed in face to face classrooms such as: audiovisual works, movies and videos. While copyright owners advocate licensing of materials, educators feel that licensing procedures and costs need to be geared to the needs and ability to pay of the educational institution, otherwise their distance learning students will not have access to the same materials as those who sit in the classroom. This revised version was published online in July 2006 with corrections to the Cover Date.     

论企业的定向学习行为

本文论述了企业定向学习行为的概念与内涵,探讨了企业定向学习行为的动因与特征。描述了企业走向学习的效应,定向学习行为的代价与效益．并论述了企业定向学习行为与创新行为的关系。     

生产性企业的概念性学习和操作性学习研究

本文用一个最优控制模型定量刻画了生产性企业计划期内的概念性学习和操作性学习与生产率、单位成本、废品率以及计划期内的总利润等生产经营指标之间的关系。模型的特点在于其能够规范地描绘众多变量之间的复杂关系。并简要阐述了由模型推导出的一些关于最优概念性学习和操作性学习策略的结论,详细分析了这些策略在生产性企业组织学习实践中的应用,获得了不同于传统理论的结果。