Leading organizational learning: Reflections on theory and research

This essay conveys some of the author's ideas about the influence of leaders on organizational learning. Limitations of some well known leadership theories for explaining this influence are described, and ideas for developing more comprehensive and accurate theories are suggested. Examples of specific ways leaders can influence organizational learning are provided. The methods used for most of the research on the subject are evaluated, and some alternative methods are suggested.     

Barriers to organizational learning: An integration of theory and research

This paper develops a theoretical foundation to describe and explain impediments to organizational learning (OL). Based on the expanded 4I model ( Crossan et al . 1999 . Academy of Management Review , 24 , 522–537), which was further developed by Lawrence et al . (2005 . Academy of Management Review , 30 , 180–191), different learning barriers are categorized and discussed with regard to factors complicating or impeding OL. Finally, the paper analyses the impact of particular barriers on different kinds of organizational units, the relationship between OL barriers, single-loop and double-loop learning, as well as typical combinations of barriers and their respective impact on organizational performance.     

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.     

An intelligent data-driven model for disease diagnosis based on machine learning theory

Journal of Combinatorial Optimization - In the era of data, major decisions are determined by massive data, especially in the healthcare industry. In this paper, an intelligent data-driven model is...     

生产性企业组织学习最优控制模型及其理论分析

运用最优控制理论研究生产性企业组织学习活动的动态最优决策问题.以企业的概念性学习投资率和操作性学习投资率为决策变量,累积知识量、生产率、单位成本和废品率等为状态变量,计划期内的总利润为指标函数,建立了一个最优控制模型,其特点在于规范地描绘概念性学习和操作性学习对企业累积知识量、生产率、单位成本、质量以及企业利润的动态影响.根据生产性企业组织学习和生产经营的实际情况,提出了一些定量化表达的假设和定义.在假设和定义的基础上利用最大值原理分析了所建立的模型,获得了关于动态最优概念性学习投资策略和操作性学习投资策略性质的一些结论,将这些结论与实际问题相结合,指出了在生产性企业组织学习实践上的含义.     

企业高级人才队伍动态稳定模型及决策研究

利用现代robust 控制理论和线性矩阵不等式方法,研究了企业高级人才队伍动态稳定决 策问题. 建立了一种在动态环境中高级优秀人才队伍线性不确定时变动态模型. 讨论了模型建 立的理论依据;给出了高级优秀人才队伍robust 稳定的判别方法和robust 稳定控制决策方法, 以及在各种具体情况下的实际意义;并通过对一个实例的具体分析,验证了所给模型与控制决 策方法的有效性.     

Determinants and consequences of internal control in firms: a contingency theory based analysis

In order to ensure the efficiency and effectiveness of activities, reliability of information and compliance with applicable laws, firms demand adequate internal control. However, several frameworks (COSO, CoCo etc.) assume that the need for internal control varies according to a firm’s characteristics. This concurs with contingency theory, which claims that each organization has to choose the most suitable control system by taking into account contingency characteristics. This study examines which contingency characteristics firms choose to adapt their internal control structure and whether it results in a more favorable assessment of the effectiveness of control by the management. While the components of internal control have been examined individually in the control literature, this paper attempts to shed light on internal control and place it in a broader context. The results, derived from a web-based survey of 741 Finnish firms, indicate that firms adapt their internal control structure to deal with environmental uncertainty and to achieve observed control effectiveness. Also the strategy has statistically significant effects on internal control structure.     

The effects of new dimensions of psychological job demands and job control on active learning and occupational health

Abstract

Recent changes in job content may have led to changes in job demands and control, and earlier operationalizations of the demand concept may be too general (MT). The aim of this paper is to show how new dimensions of psychological job demands are related to two sets of outcome variables, employee health and active learning, and how these relationships are modified or interact with social support and types of job control. The study was carried out as a survey among employees of 13 electric companies in Norway, N=2435. Lisrel was used to assess the fit of the proposed models. Compared to the traditional demands control model, an extended version used in this study increased the explained variance on an average by 4% on various occupational health variables. It was found that various dimensions of demands were differentially related to the outcome variables. Skill discretion uniformly reduced the effect of the demands: for groups low in skill discretion there was a stronger relationship between demands and outcomes than for groups high in skill discretion. The interaction pattern for the remaining control and support variables was however more complicated and warrants further study. The practical implications are that employers should carefully consider the quality of work. Special attention should be given to the quantitative demands of the jobs, since there seems to be few moderators for the relationship between those demands and job stress and subjective health complaints.     

The effects of new dimensions of psychological job demands and job control on active learning and occupational health

Recent changes in job content may have led to changes in job demands and control, and earlier operationalizations of the demand concept may be too general (MT). The aim of this paper is to show how new dimensions of psychological job demands are related to two sets of outcome variables, employee health and active learning, and how these relationships are modified or interact with social support and types of job control. The study was carried out as a survey among employees of 13 electric companies in Norway, N=2435. Lisrel was used to assess the fit of the proposed models. Compared to the traditional demands control model, an extended version used in this study increased the explained variance on an average by 4% on various occupational health variables. It was found that various dimensions of demands were differentially related to the outcome variables. Skill discretion uniformly reduced the effect of the demands: for groups low in skill discretion there was a stronger relationship between demands and outcomes than for groups high in skill discretion. The interaction pattern for the remaining control and support variables was however more complicated and warrants further study. The practical implications are that employers should carefully consider the quality of work. Special attention should be given to the quantitative demands of the jobs, since there seems to be few moderators for the relationship between those demands and job stress and subjective health complaints.     

量变式学习和质变式学习模型的研究

与基本是根据学习内容(横向、纵向) 和学习结果对组织学习类型进行划分的研究不同,从关系的视角,在国内外首次按照学习投入(经验数量)和学习产出(学习效果)的关系,提出了组织学习分类的新方法,即将组织学习划分为量变式学习和质变式学习两种类型。量变式学习是指随着学习投入的增加,学习产出发生接近线性的变化,是渐进性的、逐步的; 质变式学习是指随着学习投入的增加,学习产出发生接近非线性的变化,是突破性的、大幅度的、本质的,可以表现在认识、行为或两者之上。要实现量变式学习向质变式学习的转化,需要同时满足学习投入接近学习临界经验值和存在学习触发条件两个前提,这是转化能够发生的机制; 为加速这种转化,可以通过从内部改善学习者的心智模式、从外部创造开放的环境等方式,这是转化发生的学习催化剂。主体的学习应该是量变式学习和质变式学习的结合,且量变式学习和质变式学习是个不断交替、动态发展的过程。     

基金投资行为及其监管的模糊随机理论研究

讨论了投资基金的价格监管和风险控制问题 .基于模糊随机理论 ,定义了投资基金价格风险的测度 ,对有交易成本时的基金投资行为以及基金投资行为风险控制和监管问题进行了讨论 .完成了给定控制区间下有效交易时间的仿真 ,仿真结果说明方法是有效的 .最后探讨了这一问题的进一步工作     

Accessing local knowledge: action learning and organizational learning in Walsall

This paper addresses a central question in organizational learning, namely: how can local knowledge be accessed to improve organizational direction, performance and learning (Argyris 1957; Argyris and Schon 1978, 1996; Kim 1993)? It is partly provoked by Nonaka and Takeuchi's (1995) claim, via their 'Theory of Organizational Knowledge Creation', that the knowledge of individual members can be systematically accessed and harnessed for corporate benefit. A related focus concerns the practice of action learning within a whole systems perspective and how it may serve to support local actors and promote a mutual learning exchange with their organizational leaders. A case study from local government centres on a group of 'neighbourhood facilitators' pioneering community regeneration and local democracy in the Borough of Walsall in the UK's West Midlands. The experiences and learning of this group, together with their interactions and dialogue with the leadership of the initiative and with the wider political system, are used to draw some lessons for facilitating organizational learning. The paper concludes that this is a hard-won and far from predictable accomplishment and questions the apparently reproducible process proposed by Nonaka and Takeuchi.     

调研活动"八忌"

调查研究是各级领导干部的基本功,通过调研,摸实情、听民意、排忧患、理思路、出新招,是好事,很有必要.     

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.     

Managing learning and developing management

Dr Alan Mumford is best known in the UK for his pioneering work on managerial learning and board-level development in the corporate sector. After his early career in the construction industry, he worked as an internal management development adviser to a number of UK companies before leaving fifteen years ago to join International Management Centres Europe as a professor. Alan continues to advise as an independent consultant and to devote time to writing. A prolific author, his classic text Management Development: Strategies for Action recently appeared in its fourth edition published by the Institute of Personnel and Development, and his reflections on board-level and senior executive development in Learning at the Top (McGraw-Hill, 1995). Of greatest renown is his collaboration with Dr Peter Honey on developing the Learning Styles Questionnaire and the Manual of Learning Styles (Honey, 3rd edn, 1992) which have become the most frequently used diagnostic and development tools on UK corporate management development programnles. Jean Woodall interviewed Alan at his home in London.

Jean Woodall is Professor of Human Resource Development at Kingston University.     

学习型消费者情景下企业 BBPD 策略研究

当前,有关基于消费者购买历史信息的价格歧视策略(BBPD)的研究普遍隐含着一个假设:消费者不具有学习性,即在两期动态模型中,消费者在购买前和购买后获得的基本效用保持不变,消费者并没有从消费中改变产品的基本效用.显然,该假设与消费者具有不同用户体验的现实不相符.基于此,本文构建了一个双寡头企业的三期动态博弈模型,通过假设消费者具有不同的用户体验,研究消费者在三期模型中的留下和转移行为,对比BBPD和UP(统一定价)两种定价策略之间的差异,探讨企业最优定价策略的战略选择问题.研究发现:企业总是对重复购买消费者制定高价,而对新消费者制定低价;与UP相比,BBPD导致更多的消费者在第二期和第三期转移,增加企业的第一期期望利润,并降低社会福利;当两个企业都能自主选择BBPD和UP时,(BBPD,BBPD)是纳什均衡解,两个企业都获得较少的第一期期望利润,即出现“囚徒困境”结果.