国外公司创业投资中组织间学习研究述评

公司创业投资中,组织间学习的研究打开了公司创业投资价值创造机制的"黑箱"。不同类型的学习及社会互动是公司创业投资中组织间学习的关键机制,而知识产权保护、吸收能力、相关度、社会网络和社会资本是公司创业投资中组织间学习的重要影响因素。基于此,对未来的研究方向进行了探讨。     

Conceptualizing reflection in experience-based workplace learning

This paper seeks to understand key dimensions of reflection in experience-based workplace learning for research being collaboratively undertaken by scholars in Dutch and US research institutions. We systematically explore and compare Tara Fenwick’s analysis of five perspectives on cognition to distinguish among constructivist, psychoanalytic, situative, critical-cultural, and enactivist perspectives on reflection. Our aim is to examine how to conceptualize reflection so that one or more perspectives can complement our understanding of learning through experience at work. We position reflection not only from a practical but also from a theoretical perspective that moves beyond the individual focus of the constructivist perspective. Fenwick’s five perspectives are described in terms of whether and how reflection is utilized, key activities in the process of reflection, relative focus on the individual and/or the context, triggers for reflection, role of power and positionality, role of emotions, and reflection outcomes. We conclude that adding other lenses to the dominant constructivist perspective helps expand our understanding of reflection as well as identify and attend to other tools, people, and factors in the work situation that influence reflection processes and learning outcomes. The paper closes with a discussion of promising new approaches that have emerged since Fenwick’s analysis.     

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.     

Action e-learning: An exploratory case study of action learning applied online

Abstract

Web-based instruction, also called e-learning, is currently one of the most talked-about education and training media. To prepare courses for online delivery and to maintain their effectiveness, the designer must have an understanding of e-learning instructional design principles. Action learning is a proven, effective management development process that has not been implemented to date as an e-learning instructional methodology. The purpose of this exploratory case study was to examine the impact of the action learning process on the effectiveness of management level web-based instruction (WBI). A leader-led, management-level course using face-to-face delivery was converted to web-based instruction where action learning was the delivery methodology. Kirkpatrick's Four Levels of Evaluation served as the evaluation tool to determine effectiveness of the intervention. It was found that, though challenging to facilitate, the action learning online method is effective and yields changes in participants' knowledge. However, contrary to expectations, online learning communities did not form.     

The nature of learning being facilitated by frontline managers

This article, which is based on research conducted at five Australian organizations, explores the role frontline managers play in promoting and facilitating learning at work, an area in the field of workplace learning and human resource development that has not been extensively researched. This article provides a brief review of the literature, outlines the theoretical framework and research methodology and design utilized and presents the research findings and a brief discussion. The results of this study suggest that frontline managers, who were considered leaders of learning within their respective organizations, take an instrumental approach to leading employee learning, that is, learning is seen largely as a mechanism for getting work done. Additional evidence suggests that some frontline managers provide a more expansive learning environment through the purposeful creation of conditions for learning for their employees, beyond the immediate focus on learning, simply for the purpose of getting the work done. A further finding is that much of what frontline managers do in the promotion and facilitation of employee learning is deeply embedded in the idea and practice of being an effective manager. It is hoped that the findings will provide guidance to human resource development and frontline managers in shaping learning at work.     

Learning organization,organizational culture,and affective commitment in Malaysia: A person–organization fit theory

ABSTRACT

Based on person–organization fit theory, this article moves beyond theories of motivation and social exchange relationships that have often been used in commitment literature. This article contributes to understanding perceptions of organizational culture (OC) and affective commitment (AC) through perceptions of a learning organization (LO). Such understanding helps to tackle current commitment issues in Malaysia through strategic human resources development (HRD) planning and deploying organization development activities. We examined: (a) the extent to which organizations with an embraced LO mediated OC and AC, (b) the most influential component of OC in promoting employee AC, and (c) the most important component of LO for influencing OC and AC. We obtained 516 respondents (64.5% response rate) in selected Malaysian private organizations. It was concluded that LO mediated the relationship between OC and AC. Respect for people was an influential factor of OC for AC, while empowerment played a significant role in LO culture mediating the relationship between OC and AC. HRD practitioners should strategically plan organizational activities, norms, and policies that promote organizational learning processes and a learning culture to enhance AC.     

The Relationship between Adult Students' Instructional Technology Competency and Self-Directed Learning Ability in an Online Course

The main purpose of this research was to examine the relationship between adult students' self-directed learning (SDL) ability and instructional technology (IT) competency in an online course. The study also investigated motivation and learning strategies that the students used to learn IT. The research involved surveying 198 continuing education professionals who took online courses at a large Midwest state university. The results indicate a statistically significant positive correlation between SDL ability and IT competency in students with above average SDL ability. The results also indicate that motivation is an important factor for learning technology in an online course regardless of the students' SDL ability. Additionally, the results show that students with higher level of SDL ability are likely to exhibit higher level of self-efficacy for learning and performance, and higher level of effort regulation.     

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。     

Cross-cultural influences on organizational learning in MNCS: The case of Japanese companies in China

This paper draws on the social construction perspective and on social learning theory to examine the cross-cultural influences on organizational learning in MNCs. Social learning theory suggests that constructive engagement and member solidarity are key constituents of organization-based collective learning. Literature suggests, however, that cross-cultural differences in assumptions about social participation by organization members may impair organizational learning. The paper also reports a qualitative study, conducted at five Japanese-invested manufacturing companies in the Pearl River Delta, China. The research found that managers perceived Chinese frontline workers as lacking constructive engagement and member solidarity as compared with their Japanese counterparts, thus limiting organizational learning, and attributed these perceived differences to deep-seated cultural values. Attempts in two of the companies to ‘Japanize’ the workforces were reported to have had some impact, but appeared not to have substantially changed this picture. Urging caution regarding cross-cultural stereotyping and home country bias, we consider the implications for organizations with international manufacturing operations.     

Thank you!

The study focuses on the question of how HRD personnel employed in a large multinational company perceive learning at work. We are interested in how HR development staff describe learning at the individual, collective and organizational levels. The participants were Finnish and Chinese human resource professionals (n?=?17) who used an asynchronous web-based tool to study adult education. The empirical data consist of all the texts sent to a web-based discussion forum. The findings showed that the HRD practitioners' views of learning covered quite evenly all three levels of organizational learning. The practitioners paid special attention to practical learning taking place in connection with everyday work activities, to communication and collaborative learning and to the development of a learning organization. This reflects the multifaceted nature of learning at work and the necessity of using HRD to integrate individual- and organizational-level needs in order to enhance organizational learning. The participants frequently reported that they found this a demanding task that required a clear 'understanding of humans, people in the organizations and their learning'. If organizational learning is to meet its current challenges it should take note of messages like these from HRD practitioners, which emphasise the diversity of learning experiences. Promoting a shared understanding and especially awareness and recognition of the fundamental issues associated with learning at work is a possible first step.     

学习型组织中知识共享的智障及治理策略研究

通过回顾相关文献,总结出组织学习的2个层次、组织学习过程的2个阶段及知识共享不畅的3个主要因素,并在此基础上建立了组织学习智障的分析框架.认为从知识共享的角度,动机不足造成个体与组织认知智障,机会缺失与能力匮乏造成个体与组织行为智障.然后针对以上4种学习智障,提出了相应的HRM策略,以促进组织内知识共享、克服组织学习智障.     

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.     

Interaction and effectiveness of corporate e-learning programmes

This study was conducted in a large Mexican organization running a virtual corporate university. It aimed to evaluate students' perceptions of three types of interaction (learner–teacher, learner–content and learner–learner) and their views on the effectiveness of online courses in terms of satisfaction, learning and behaviours. Twenty-six employees who had studied at least one online course within the organization answered an online survey. Four of them were interviewed. Results show that: (1) Learners value their interaction with the content the most. (2) Online learning is generally perceived as an effective method for delivering corporate training. (3) There is no perceived relationship between online interactions and training effectiveness. The findings are limited to the specific context of the participating organization. Further research into online learning in corporate settings is needed to understand training interactions and changes in job performance.     

Some debates and challenges in the literature on action learning: the state of the art since Revans

Action learning has travelled in some new directions and become an evolving practice since Revans first articulated his great idea. This paper focuses on some key challenges in the literature, some of which relate to these more recent directions in theory and practice. In particular, we consider the persistent problem of defining action learning and the varieties in practice which are in evidence, the nature of ‘action’ in action learning and the developing theory and practice of critical action learning as contrasted with the ‘classical’ approach to action learning. These debates are chosen for consideration here because they appear to strike at the heart of what action learning is for and because they are in evidence across a range of action learning literature. Some implications of these debates for human resource development (HRD) are also considered, including the potential action learning has for making a contribution to organizational learning, especially in treating ‘wicked’ problems and ill-structured challenges.     

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.     

A PRACTICAL SETTING FOR EXPERIENTIAL LEARNING ABOUT SUPPLY CHAINS: SIEMENS BRIEF CASE GAME SUPPLY CHAIN SIMULATOR

Siemens Brief Case Game Supply Chain Simulator provides a practical setting for experiential learning exercises about supply chains. The game, drawing upon an actual situation, models the jobs of nine supply chain activities required to transform an order placed by the customer into a delivered product. Using the detail and complexity of the game, instructors can develop learning exercises that focus on a wide range of supply chain management issues. This paper describes two learning exercises with different objectives and for different audiences that we successfully delivered using the Brief Case Game. One exercise provides a concrete example of typical activities in a supply chain and their interactions. The other exercise leads students to discover what creates a need for coordination, what activities in a supply chain require coordination, and what methods work well. These exercises are suited for small upper level undergraduate and graduate courses in logistics and supply chain management. While significant resources were used to develop exercises and deliver the game, students were enthusiastic about the approach and demonstrated that they learned about the complexity inherent in managing supply chains.     

Scenario building: an integral methodology for learning,decision-making,and human resource development

Recognizing and managing the complexities of strategic change is a difficult endeavor for organizational leaders, and is one that is increasingly necessary for organizations that exist in uncertain and rapidly changing environments. Organizations, and the individuals within them, must develop expertise and tools to operate effectively in these conditions. Scenario building has gained attention as a methodology that enriches traditional strategic planning methods by helping organizational leaders recognize and better prepare for the critical uncertainties and complexities of forces driving future change. Scenario building is explored in this article to provide HRD professionals with a solid exposure to the art of scenario building. The process is defined and explained, its history briefly explored, and key benefits as a learning and decision-making tool as well as for the field of human resource development are discussed.     

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.     

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.     

Learning and development experiences of self-initiated expatriate women in the United Arab Emirates

The article explores self-initiated expatriate women's experiences of working and learning in the United Arab Emirates (UAE). Adler's (Adler, N. 1987. Pacific basin managers: A Gaijin, not a woman. Human Resource Management 26, no. 2: 169–91) seminal study and Tung's (Tung, R.L. 2004. Female expatriates: The model of the global manager. Organizational Dynamics 33: 243–53) research suggest that expatriate women operating in a foreign host culture are categorized as a ‘Third Gender’: host nationals would perceive them as ‘foreign’ first and ‘women’ second, consequently according them different privileged treatment inworkplaces than host national women colleagues. This qualitative study of self-initiated expatriate women highlights how the women's constructions of themselves as ‘foreign’ and ‘female’ in the UAE provide a lens through which they reflect upon their own experiences of learning and development. In the absence of support from their own organizations and/or driven by their own aspirations, the women embarked upon their professional development initiatives; networking, coaching and formal qualifications. Key themes of vulnerability in being a foreigner, gendered workplaces, informal learning and women's agency in their own learning and development emerge from the analysis. The women's experiences suggest that their ‘Third Gender’ identity frames both constraints and opportunities within their social and work environment. The research focus on self-initiated expatriate women developing their professional practice, without the organizational Human Resource Development (HRD) support normally provided for assigned expatriates, is a key contribution to HRD, expatriate and international management literature where gender has tended to be ignored.