中国企业管理者个人、团队和组织三层面学习能力间关系的实证研究

基于我国的235个企业样本数据进行实证分析,研究了管理者个人、团队和组织三层面学习能力之间的关系,发现:①这3个层面的学习能力之间存在显著的正相关关系,其中个人学习能力与组织学习能力、团队学习能力与组织学习能力之间的关系还受到管理者职位的显著调节作用,而个人学习能力与团队学习能力之间的关系则不受职位的调节作用;②个人学习能力通过团队学习能力的中介作用对组织学习能力产生影响,这对高层管理者而言,只是部分的中介作用;而对中层管理者,则是完全的中介作用.     

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.     

组织学习对员工—组织匹配的影响——知识惯性调节作用的实证研究

本文实证研究组织学习对员工—组织匹配的影响及知识惯性的调节作用。研究发现学习承诺、分享愿景和开放心智对一致性匹配和互补性匹配具有显著正向影响;经验惯性和学习惯性在学习承诺、分享愿景和开放心智对一致性匹配的影响有负向调节作用。     

Organicity and performance in excellent HRM organizations: the importance of organizational learning capability

Organizational learning capability is a key element in organizational performance. This issue spurs interest to discover how to generate environments with high organizational learning capability. In this paper, we analyze the relationship between the degree of organicity of the structure, organizational performance and organizational learning capability. A total of 251 firms with demonstrated excellence in human resource management took part in the study. Results suggest that the degree of organicity of the structure has a positive relationship with performance perceptions and this relationship is fully mediated by organizational learning capability.     

组织学习影响因素、学习能力与绩效关系的实证研究

回顾了国内外关于组织学习理论及组织学习与绩效关系方面的研究成果,基于中国201家企业调查数据,对采用定性方法提出的组织学习过程模型(6P-1B模型)进行了定量的实证研究.结果表明:6P-1B模型提出的7个方面的组织学习能力与组织绩效有紧密的正相关关系;各组织学习能力的机理要素与各组织学习能力之间有紧密的正相关关系;企业所感知的外界环境的变化程度不同、员工之间的目标正相关程度不同,使得企业在组织学习的机理要素方面的表现存在显著差异.这些研究结果对6P-1B模型的理论逻辑提供了一定的统计检验的支持,同时也给管理者提供了一些关于如何提高组织学习能力的方法和启示.     

From Entrepreneurial Orientation and Learning Orientation to Business Performance: Analysing the Mediating Role of Organizational Learning and the Moderating Effects of Organizational Size

Following the organizational learning theory and the knowledge‐based view approach, this contribution aims to study the influence of entrepreneurial orientation and learning orientation on organizational learning, considering the latter as a mediating variable in the relationships between both antecedent cultural values and business performance. We also analyse the moderating role of organizational size on these previous relationships. The hypotheses proposed in our research model are tested on a sample of 140 Spanish industrial companies, applying variance‐based structural equation modelling: partial least squares. In order to assess the moderating effects of organizational size, we adopt a multi‐group approach using two subsamples with large firms and small and medium‐sized enterprises (SMEs). Our findings indicate that organizational learning partially mediates the relationship between entrepreneurial orientation and performance and fully mediates the link between learning orientation and performance. Likewise, the results reveal that the relationship established between entrepreneurial orientation and organizational learning is more intense for the group of large firms than for the group of SMEs. Moreover, the influence of learning orientation on organizational learning is greater in SMEs than in large firms.     

Psychological empowerment and organizational commitment: the moderating effect of organizational learning culture

This paper examines the influence of psychological empowerment on organizational commitment and the moderating effect of organizational learning culture on the relationship. The results suggest that psychological empowerment, organizational learning culture, and demographic variables had a significant impact on organizational commitment for employees in the public sector of Korea. Employees showed higher organizational commitment when they perceived high psychological empowerment and a high organizational learning culture. In addition, the moderating effect of organizational learning culture on the relationship between psychological empowerment and organizational commitment was found to be significant. Among the demographic variables, only educational level turned out to be significant. Finally, implications, limitations and research recommendations are discussed.     

转型背景下企业有效应对组织复杂性的机理研究

如何借助不同类型的组织复杂性为企业创造效能已成为当前理论界及实践界研究的热点.本文基于文献研究提出了不同组织复杂性与组织效能的关系及影响这一关系的复杂适应性机理的假设.实证研究表明,转型经济环境下,结构复杂性与组织效能存在倒U型曲线关系,战略复杂性与组织效能存在U型曲线关系,目标复杂性与组织效能存在倒U型曲线关系;在复杂适应性的五个维度中,动态适应在组织复杂性与组织效能关系中起完全中介作用;自组学习及自主创新在这一关系中起部分中介作用;自发变革和柔性协作的中介作用不显著.研究结论对企业有效应对组织复杂性有重要指导意义.     

组织结构对组织学习与知识转化关系影响研究

创新依赖于组织学习。但是,知识如果没有在组织中被充分的分享,那么它的作用是有限的。即,为了实现知识的转化,知识分享的支持系统——有效的组织结构必须存在。本文通过组织学习的角度,探讨组织学习与知识转化的关系,以及组织结构的障碍在其中如何发挥作用。     

Perception of learning culture and concerns about the innovation on its use: a question of level of analysis.

The purpose of this study was to determine the relationship between organizational members' perception of learning culture and the concerns about the innovation, and the influence of these factors on the use of one innovation (ISO 9000) in the Malaysian public sector. This study was guided by the Concerns-Based Adoption Model (CBAM) (Hall and Hord 1987) and the dimensions of the learning organization (Watkins and Marsick 1993, 1996b). The study involved 628 people from eleven government agencies that had been using the new system for at least a year. The study provided a model for operationalizing the assertions and theories of both organizational development and learning organization scholars especially that a more adaptive learning-oriented culture would facilitate the implementation of change. The examination of learning culture facilitated the understanding of how members within the organization perceived their learning culture, and subsequently its relationship to their use of the innovation. The analysis of concerns illustrated the fit between the innovation and feelings and perceptions of the individual members about the innovation. On an individual organizational basis, the regression analyses showed that the model was able to explain the variance in use of innovation in each organization. However, a comparison of regression weights across the organizations told a very different story. The results showed that the combination of variables that explained the use of innovation varied radically from organization to organization. The findings raised questions about appropriate levels of analyses for such studies. The study suggests that theories that try to explain organizational innovation implementation be tested across organizations and take into account organizational context. Otherwise, they could lead to inaccurate conclusions.     

家长式领导对组织学习的作用——基于家长式领导三元理论的观点

基于家长式领导三元理论的观点,研究了家长式领导与组织学习的关系.通过问卷调查获得711份有效问卷.层次回归分析结果显示:仁慈领导对组织学习的6个维度都有显著的积极影响;除开发式学习外,德行领导对组织学习的其他5个维度都有显著的积极影响;威权领导对团体学习、组织层学习、组织间学习和利用式学习4个维度都有显著的积极影响;仁慈领导和威权领导对开发式学习和利用式学习都有显著的交互作用,德行领导和威权领导对利用式学习有显著的交互作用.这些结果启发我国企业领导者需要表现出高仁慈、高德行和一定水平威权的领导风格.     

Internationalization and performance: The moderating effects of organizational learning

By proposing a conceptual outline for a general model that explains the internationalization–performance link, we test the moderating effects of organizational learning on the relationship between internationalization and performance empirically. Integrating two distinct literature streams from the organizational learning perspective and the resource-based view, we present an integrated, multidimensional framework for analyzing multinational enterprises’ (MNEs’) resources, internationalization, and organizational learning, as well as their associated impact on firm performance. Specifically, using a sample of 110 American MNEs, we find that while certain MNE resources motivate and precede internationalization, social and market learning (whereas technological learning does not) moderates the relationship between internationalization and performance. These findings extend prior research by establishing the importance of the relationships among MNE resources, internationalization, organizational learning, and firm performance.     

Transforming Public Organizations into Learning Organizations: A Conceptual Model

The concepts of organizational learning and learning organizations have gained popularity in recent organization theory literature as complementary subjects. So far majority of studies on these issues focused on the relationship between organizational learning and its ultimate consequences such as increased innovative capacity, increased productivity, and higher competitive advantage of organizations. Nevertheless, many researchers examined the processes of organizational learning from the standpoint of private enterprises, paying little attention to the dynamics of organizational learning in public sector. This paper is aimed to fill this gap by introducing and discussing the basic constituents of a novel conceptual model which demonstrates the relevant steps in transforming of public organizations into learning organizations.     

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.     

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.     

高绩效工作系统、组织学习能力与企业绩效的关系研究

以往对组织学习能力进行研究的较多,但同时涉及前因及后果变量,从系统的角度对其进行的研究相对较少。本研究导入系统的观点,建立起以高绩效工作系统为前因变量,以企业绩效为结果变量的研究模型;对782个中国企业样本的实证研究结果表明,组织学习能力在高绩效工作系统和企业绩效之间起部分中介作用。本研究为高绩效工作系统以及组织学习能力的相关理论研究提供了新的视角,提示企业应与现代管理方式接轨,注重组织学习能力与各项人力资源管理实践相互协同的作用。     

基于多Agent仿真的组织学习与知识水平关系研究

运用多智能体仿真模型从微观层面构建组织知识学习仿真模型,研究在组织内部人员流动和组织外部环境变动的情况下,组织知识编码策略、组织内部人际学习速度和组织人员编码知识学习速度对组织知识水平的影响.研究结果表明,在外部环境变动的情况下.适当的人员变动有利于提高组织知识水平,二者的关系呈倒U型结构;在内外环境稳定的情况下,人际学习速度与组织知识水平的关系也呈倒U型结构,但在组织内外环境变动的情况下,高人际学习速度有利于提高组织知识水平;频繁的组织知识编码能在短时间内提高组织知识水平,但影响组织知识的异构性,不利于组织长期知识水平的提高;在外部环境变动的情况下,适当的知识编码策略有利于缓解环境变动对组织知识水平的负面影响.从理论上扩展和验证了现有模型,从实践上为组织文化氛围建设、知识编码管理和人力资源管理提供启示.     

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。     

Productive organizational energy mediates the impact of organizational structure on absorptive capacity

The ability of an organization to cope with radical technological change is regarded to be heavily dependent on its ability to absorb and apply knowledge from its environment. This study investigates the role of organizational structure in driving absorptive capacity and uncovers the role of the emergent phenomenon of organizational energy as the enabler of this relationship. A field study was conducted among firms that are challenged by the disruptive nature of Cloud computing. Our results show that organizational design affects the degree of mobilization of an organization's affective, cognitive and behavioral resources, which in turn influence the effectiveness of learning processes related to the absorption and exchange of knowledge within the organization. Furthermore, they reveal the positive relationship between the enactment of absorptive capacity and the successful adoption of Cloud technology for incumbent firms. The findings contribute to our understanding of the micro-foundations of absorptive capacity and how positive organizational phenomena facilitate effective adoption and implementation of emerging technologies.     

Organizational learning and knowledge in public service organizations: A systematic review of the literature

This paper is a systematic review of the literature on organizational learning and knowledge with relevance to public service organizations. Organizational learning and knowledge are important to public sector organizations, which share complex external challenges with private organizations, but have different drivers and goals for knowledge. The evidence shows that the concepts of organizational learning and knowledge are under-researched in relation to the public sector and, importantly, this raises wider questions about the extent to which context is taken into consideration in terms of learning and knowledge more generally across all sectors. A dynamic model of organizational learning within and across organizational boundaries is developed that depends on four sets of factors: features of the source organization; features of the recipient organization; the characteristics of the relationship between organizations; and the environmental context. The review concludes, first, that defining 'organization' is an important element of understanding organizational learning and knowledge. Second, public organizations constitute an important, distinctive context for the study of organizational learning and knowledge. Third, there continues to be an over-reliance on the private sector as the principal source of theoretical understanding and empirical research and this is conceptually limiting for the understanding of organizational learning and knowledge. Fourth, differences as well as similarities between organizational sectors require conceptualization and research that acknowledge sector-specific aims, values and structures. Finally, it is concluded that frameworks for explaining processes of organizational learning at different levels need to be sufficiently dynamic and complex to accommodate public organizations.