网络环境下的管理理论研究和实践探索——“管理学在中国”2014年会(第7届)观点综述

“管理学在中国”2014年会(第7届)以“网络环境下的管理新挑战”为主题,从当前中国管理实践的新情境出发,结合网络科技发展引发的组织实践与理论变革,通过管理学者及实践者深度对话,围绕创建“网络环境下的管理理论”,从“管理学在中国”实践探索、“管理学在中国”理论研究、商业组织研究、政府与非营利组织研究等方面展开研讨.     

Not more learning logs! A research based perspective on teaching reflective learning within HR professional education

The challenges of teaching reflective learning, whilst not peculiar to the HR profession, assume a poignancy given HR's claim to be the natural custodians of ‘all things learning’. The paper discusses the impact of attempts to enhance the reflective learning curriculum within one professional HR programme. Tensions in terms of the positioning of reflective learning within a predominantly functionalist management curriculum can, in part, be ameliorated. Developing a capability amongst students for reflective dialogue and careful construction of assessment work, for example, can enhance engagement with reflective learning rather than simply ‘knowing’ about it. More problematic is impact beyond the classroom. Research revealed ambivalence in respect of transfer and significance beyond the specifics of the professional programme. HR graduates need a capability that extends beyond individual reflective learning and into creating and supporting reflective learning in organizations. Herein lies the distinctive and fundamental challenge facing tutors of reflective learning within HR professional education.     

中国组织学习和学习型组织研究与实践的现状和发展方向

基于对中国期刊全文数据库2000年以来所发文章的搜索结果,首先,对在组织学习和学习型组织相关问题上发表的期刊论文进行了详细的统计分析,对主要研究成果进行了总结归纳.统计分析了论文的刊出时间和地区分布、研究方法、研究主题、基金资助等情况,并从组织、团队、个体多个层面深入分析了研究现状,同时提出了未来研究的发展方向.然后,基于文献上全国企业调查的结果,论述了我国企业组织学习和学习型组织实践方面的现状和发展方向.最后,指出研究领域和实践领域只有不断相互交流和共同进化,才会更好地推动我国组织学习和学习型组织领域研究与实践的持续健康发展.     

市场营销理论、实践、教育的创新与融合——2014中国市场营销国际年会综述

2014中国市场营销国际学术年会于2014年7月11~13日在华中科技大学成功举办,从营销理论、企业实践、营销教育3个方面综述与会学者观点,梳理归纳了营销理论研究的热点与未来方向、营销实践创新的现状与启示、营销教育创新的途径。还对会议筹备组织工作进行总结思考,希望从多方面为同行提供参考借鉴。     

“直面中国管理实践”的根本性问题与作为“系统反思”的元管理研究

"直面中国管理实践"的根本性问题包括:何谓中国、如何认识、怎样直面、西方管理理论能不能"直面中国管理实践"以及是否存在"中国特色的管理理论"。为了回应这些问题,中国管理学术界需要将目前片段式的、有感而发的、单一视角的反思推进到理性的、多视角的、系统化的反思阶段。这些系统的反思可以称之为"元管理研究"。元管理研究的问题可分为管理本体论问题、管理认识论问题和管理方法论问题。虽然元管理研究并不能给这些问题提供现成的答案,但它通过更深入地指出这些问题的来源促使人们不断接近问题的本质。     

Participation and Change: Using Large Group Intervention Methods to Inform Reflective Practice in a Community of Public Organizations

Public leaders face increasing pressure to build effective organizational communities. However, the purposive-rational foundation of knowledge in existing theory fails to inform the reflective practice necessary for this level of change. This article contrasts the prevailing viewpoint with the notion of changing organizations, an approach rooted in critical theory in which large group intervention methods are employed to foster participation and emancipatory change across organizational communities. The article features a case study involving a local government grant-making agency to show how participants engaged in reflective practice as a way of patterning community-wide change.     

Morals, Ethics, and Integrity: How Codes of Conduct Contribute to Ethical Adult Education Practice

This article examines the similarities and differences in the concepts or in the usage of the terms “integrity”, “morals” and “ethics” to provide a framework for understanding why these concepts are the foundation of professional ethics and to promote a more thoughtful consideration of the need for codes of ethics for the field of adult education. The article reviews the original interpretations of these terms by the classic philosophers whose works are fundamental for a greater appreciation of contemporary ethics.     

Organizational responsiveness of Russian and American growth-oriented small and medium enterprises (SMEs)

The paper discusses problem-based learning (PBL) as a mediating factor in generating a variety of learning networks in workplace contexts. It is argued that informal learning in experiential circumstances can be systematized to encourage deep learning at the individual and collective level. Given the distinct problem-solving opportunities in PBL, learners can increase their capacity to acquire new knowledge through self-inquiry, reflection and dialogue. The repositioning of learning attitudes also leads to an enlargement of communities of practice wherein double and triple-loop learning cycles intersect to create rigorous learning. An integrated model is proposed to explain the dynamics of PBL operating within the constraints of workplace contexts.     

Learning in and from projects: the learning modes and a learning capability model

Abstract

The notion of ‘project delivery’ is well embedded in and across the management and organizational sciences literature – generating a narrative that reflects and recognizes the instrumental nature of projects and programmes in strategy execution. Project management, as a distinct and well-established body of research enquiry, has increasingly sought to focus our attention on the impacts of complexity, risk and uncertainty in projects; the corollary being a desideratum to strengthen our theoretical understanding of how insight and learning from projects may influence improvements to organizational efficiency. The wider literature suggests that organizational learning remains a challenging proposition, particularly in the context of organizations operating in environments of high complexity. In this paper, we enhance the conversation on organizational learning through a series of case studies, generating evidence of thirteen ‘learning modes’. The paper proposes that mature organizations tend to exhibit a greater number of learning modes and that there is a tendency to capture and socialize knowledge with a greater emphasis on the context of the learning situation rather than the learning artefact in isolation. The empirical evidence gathered in this paper forms the basis of a capability model, characterized by the thirteen modes of learning. The model intimates that learning occurs, and is more effective, when knowledge and information are enacted in practice through the learning modes which form a nucleus of the organizational learning capability. The research concludes with a 'call to action' that emphasizes the strategic importance of learning practices and routines in project oriented-organizations.     

Working on professional development of faculty staff in higher education: investigating the relationship between social informal learning activities and employability

In this study, we examined how social informal learning and formal learning of faculty staff in higher education relate to their employability. Data were collected from 209 faculty staff members working at a Dutch university. Results showed that social informal learning was related to the employability of faculty staff. Further analysis revealed that especially external information seeking and acting upon feedback from colleagues and not formal learning predicted the employability of faculty staff. The finding suggests that institutes of higher education should especially foster the professional development of their faculty staff by stimulating exchange of information and seeking and using feedback with colleagues in a proactive manner.     

Relationship between participation in communities of practice and organizational socialization in the early careers of South Korean IT employees

This paper focuses on the relationship between participation in communities of practice (CoP) and organizational socialization of informational technology employees in their early careers. In this paper, the authors limited their research to CoP, which were recognized and supported by the organization. Results showed that participation in CoP was more strongly related to adjustment (job satisfaction, organizational commitment and intention to remain) than to learning (sense of belonging to the organization and role comprehension) when the characteristics of CoP and the degree of participation were controlled. The intensity of participation in CoP was significantly related to the socialization outcomes while there were no relationships between the length of participation and the socialization outcomes. Recommendations for future research include the use of objective rather than self-reported data, longitudinal research, the identification of other variables related to learning in CoP, and consideration of variations in national and organizational culture.     

Methods for Whole System Change in Public Organizations and Communities: An Overview of the Issues

In a world that is made up of interconnected systems, public leaders are learning that they must build commitment, alignment, and ownership among a broad group of individuals and groups in order to implement change. An increasing variety of processes and methods are being utilized for engaging an organization or community in whole system change. Large group methodologies, originally developed by organization development practitioners and theorists, are now gaining currency in public organizations and communities. At the same time, community organizers who successfully utilized confrontation and conflict-oriented methods in the civil rights, labor and other movements, are employing broadly participative, collaborative approaches by creating small group settings where citizens can share their views and using large group meetings to engage multiple stakeholders in community change. This special symposium explores and reflects on the rich mix of methods in use for whole system change in public organizations and communities.     

基于二维矩阵的个体从成功和失败经历中学习的理论和实践研究

学习是个体实现可持续发展的动力。过去经历是个体学习的重要来源。从不同类型的经历中学习会产生不同的影响,也需要具备不同的条件。本文从实际现象和问题出发,从深入细致的视角,建立了一个由"内部-外部"和"成功-失败"两个维度组成的四种学习类型矩阵图,包括个体从内部成功经历中学习（LISE）,个体从内部失败经历中学习（LIFE）,个体从外部成功经历中学习（LESE）和个体从外部失败经历中学习（LEFE）,希望帮助研究者以更加系统、全面且深入的视角分析不同类型的过去经历对学习有效性的影响及相关问题。基于对实际现象的观察,结合现有研究成果,本研究从两个方面推动组织学习领域的理论进步和发展。一方面,从目标和结果的视角,针对不同学习类型提炼出在学习中"建议采用的实践"和"建议避免的实践",并结合"交通信号灯"的比喻对对上述"双标杆"加以形象说明,以此来提升学习成效。另一方面,基于文献梳理和实践总结提出,为了避免不良效果,取得好的学习成效,在进行每类学习时,都需具备一定的"内在"条件和"外在"条件,并指出这不仅意味着要有知识、经验等智力储备,即具备"认知"条件,还需有情感、意愿等动机,即具备"动力"条件。最后,希望本研究对从成功、失败经历中学习理论和实践问题的讨论能够为认识和理解相关问题提供系统、完整的理论框架,并为组织学习研究的精细化发展提供启发。     

中国管理实践研究评价的维度——实践导向与创新导向

探索了中国管理实践研究评价的2个维度:实践导向与创新导向。实践导向的评价指标包括研究问题在管理实践中的重要性、是否有问题解决方案的简明概括、研究对于实践者的可读性、研究结论在管理实践中的可复制性;创新导向的评价指标包括相对于现有研究的差异、是否找到了中国管理实践的重大问题、是否找到了中国管理实践的独创性、对中国管理实践发展脉络的贡献如何。     

CIMS条件下,单件小批生产的生产作业计划的编制方法及实证分析

本文提出了一种CIMS条件下,单件小批生产作业计划的一种新的编制生产作业计划的方法,并通过实例对该方法进行了实证分析。     

Rational Versus Communicative: Towards an Understanding of Spatial Planning Methods in German Planning Practice

This paper considers the use of planning methods in German planning practice against the background of the ‘communicative turn’. The debate about concepts of rationality in Germany as well as in other countries can be said to have resulted in the paradigm of communicative actor-oriented planning achieving at least the same standing as the analytical rationality of the classical expert-based planning model. The inconsistent use of the term method in research corresponds to empirical findings indicating that the term is used ambiguously in practice. Nonetheless, planning methods fulfil a number of functions in practice. The notion of a relatively clear division between ‘analytical-rational’ methods on the one hand and ‘communicative’ methods on the other hand was relativized by experimental investigations. The setting in which the methods are applied seems of more importance; even apparently ‘analytical-rational’ planning methods can be implemented in a more or less communicative fashion.     

管理理论与实践脱节的界定依据、深层原因及解决思路

用归纳推理法、演绎推理法和矛盾分析法等方法,从理论的来源与去向、应用链、实践者感知、时空适用性4个方面提出了界定脱节的依据,深入分析了导致脱节的外因与内因,提出并论证了"管理学应用链偏长"、"管理学研究者客户迷失"、"存在价值与替代价值两维评价"、"引用者、读者、使用者三类指标"等重要论断.     

基于信息本质的不确定性机制的中国管理实践研究及评价——势科学视角

管理的本质是应对管理过程的不确定性,不确定性的内在机制是信息相互作用。无论是科学技术研究评价还是管理实践研究评价,都可以在不同抽象层次上进行,抽象层次越低,评价自由度越多,评价效果就越难以把握。信息层次上的抽象是人类期待的最高层次上的抽象。势科学理论研究揭示了信息的本质意义,为在高度抽象的信息层次上进行中国管理实践研究及评价提供了科学化路径。由多元化对称性评价要素构成的具有数学群结构的评价模型,具有最大的评价信息量和评价信息势,为中国管理实践研究的有效评价提供了理论模型。