关于双向声誉机制的作用机理及有效性研究

通过建立博弈论模型比较了双向声誉机制中的同步声誉机制和非同步声誉机制在实现诚实评价方面的有效性.结论表明,当买家严格偏好惩罚某种类型的卖家时,非同步声誉机制产生的评价不能真实反映坏的交易结果,如果要让非同步声誉机制实现诚实评价,则需要增加诸多约束条件.另一方面,同步声誉机制能够实现诚实评价,而且当买家严格偏好惩罚某种类型的卖家时,诚实评价还是同步声誉机制唯一的均衡.     

道德型领导对下属反馈规避行为的影响及其作用机制

基于社会交换和内在动机理论,以219名企业员工为对象,考察了道德型领导对下属反馈规避行为的影响效果及其作用机制.研究发现:道德型领导对下属反馈规避行为有显著负向影响;下属感知的与领导的交换关系和工作意义对FAB也有负向影响,且在道德型领导与下属反馈规避行为之间有部分中介作用.研究结果首次从社会交换和内在动机视角证实了道德型领导对下属反馈规避行为的抑制作用,并在一定程度上丰富了学术界对下属反馈规避行为诱发因素及其机制的认识.     

基于遗传算法的设计结构矩阵优化方法研究

分析了DSM(Design Structure Matrix)优化方法的研究现状及不足,接着以耦合强度为基础,提出了数字化的设计结构矩阵。以此矩阵为基础,以遗传算法为优化工具,经过目标函数的设立,编码、交叉算子、变异算子等的设计,提出了一个新的DSM优化方法。以飞机某一部件的设计过程为例,实现了设计的时间、费用及过程优化,并与现有算法作了对比分析,验证了新优化方法在寻优效率、目标函数、及最优化结果等方面的优越性能。     

Service user and carer feedback: simply pass/fail or a genuine learning tool?

Social Work Students in Britain are required to submit feedback from Service Users and Carers as part of their Practice Learning portfolios. The purpose of this is twofold—to demonstrate evidence of the student’s ability and to provide information for the student to reflect on and learn from. Members of the Service User and Carer Advisory group attached to a Social Work degree course believe this represents an opportunity for users and carers to influence future social work practice. In reality however, does this feedback actually make a difference? Group members reviewed user and carer feedback contained within student portfolios submitted during one academic year. They found that whilst there were some excellent examples of constructive criticism, the feedback was overwhelmingly positive towards students. The findings raised questions about how gathering Service User and Carer feedback is viewed and undertaken. Is the feedback seen more as a pass/fail issue or as an opportunity to learn from? Could there be better ways to gain constructive feedback for students? What conditions enable students to learn from the feedback that is gathered? This paper starts to explore these questions and suggests ideas for further research and training.     

创新理论框架下欧盟可再生能源发展路径研究

气候与环境问题已经成为国际问题领域关注的焦点,而缓解温室气体排放、环境污染最重要的途径就是大力发展可再生能源,这已经成为全球性共识。作为新能源发展的领头羊,欧盟在2020年前计划达到可再生能源占总体能源20%比例的目标,其中创新模式在发展路径中的应用是关键。本文通过创新理论的三个层次施动者,创新工具以及社会反馈对欧盟的可再生能源发展路径进行剖析。     

C2C网络零售环境下负面评价信息的反馈策略研究

基于已有研究成果,以店铺的选择意愿作为反馈策略有效性的衡量指标,构建出一个理论模型,并通过实证分析的结果对C2C网络零售环境下负面评价信息的反馈策略提出了自己的建议。研究发现,在控制住其他影响因素后,负面评价信息类型与反馈策略方式成为影响店铺选择意愿的两个要素,二者之间还存在着显著的交互效应。基于这一研究成果,本研究提出两点建议。第一,店铺运营者应首先对感性负面评价信息进行反馈,先后有序地解决问题。第二,店铺运营者针对感性负面评价信息进行反馈时,应更多地运用理性反馈策略展开工作;而针对理性负面评价信息进行反馈时,则应该更多地运用感性反馈策略展开工作,统筹兼顾地解决问题。     

维护稳定 服务民生 探索社区管理新模式——基于新疆乌鲁木齐市北站西路街道办事处社区管理实践的分析

流动人口管理是社区管理的难点问题。新疆乌鲁木齐市北站街道办事处通过实施五联动机制,建立、完善流动人口管理长效机制,化解了社区矛盾,维护了社区稳定,促进了社区和谐。该文对五联动机制的运作过程进行动态考察,即对动态的信息输入机制、通畅的沟通协调机制和及时的反馈调整机制进行系统阐述,探索实现各方联动制度化、规范化、常规化的方法与途径,以达到创新社区管理体制、提高社区管理科学化水平的目的。     

The Effects of Task Clarification and Group Graphic Feedback on Early Punch-In Times

Task clarification in the form of workplace policy guidelines coupled with weekly graphic feedback of group punch-in times on the staff clock were presented to waitstaff, cooks, cash register clerks, dishwashers, buffet attendants, and hourly assistant managers in a restaurant sub-franchise. Clocking in early dropped from 130 min during baseline to 62 min per week during intervention. A 1-week return to baseline resulted in 189 min of clocking in early by restaurant personnel. The use of task clarification and group feedback reduced company expenses without reductions in job satisfaction or increased stress.     

Considerations in Feedback Delivery: The Role of Accuracy and Type of Evaluation

Performance feedback remains a commonly implemented and successful intervention within organizational behavior management, but a comprehensive understanding of the components that influence the effectiveness of feedback tends to be lacking. The present study sought to contribute by analyzing the variables of accuracy (contingent on or independent of performance) and evaluation type (supportive or critical judgments) on performance using a simulated work environment. A total of 75 undergraduate students were randomly assigned to 1 of 4 experimental conditions: (a) contingent and supportive feedback, (b) contingent and critical feedback, (c) independent and supportive feedback, or (d) independent and critical feedback. Outcomes suggested that contingent feedback improved performance relative to independent feedback, however, no differences were found between supportive and critical types of feedback. The need for additional research into the functional and formal elements of effective feedback is also discussed.