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一、 |
三種組織學習的類型與其介入模式 |
楊仁壽、王思峰 |
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二、 |
組織學習診斷模式的發展與驗證 |
王思峰、鄭尹茹、陳加屏、陳於志 |
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三、 |
T公司成員的心智模式分析 |
艾昌瑞、李玉蓮 |
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四、 |
魏惠娟 |
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五、 |
學習型組織構面與組織績效—以台灣一科技公司為例 |
連雅慧 |
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六、 |
洪瑞斌、夏林清、盧宗榮 |
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THREE TYPES OF ORGANIZATIONAL LEARNING AND THE RESPECTIVE INTERVENTION MODELS 楊仁壽 雲林科技大學企業管理系 王思峰 東吳大學企業管理系 Jen-Shou Yang Department of Business Administration National Yun-lin University of Science & Technology Sy-Feng Wang Department of Business Administration Soochow University 摘要 過去在組織學習領域上，不論是學術界或實務界對於何謂組織學習或學習型組織以及如何介入顯得眾說紛紜，實證研究亦仍缺乏。本研究認為邁向實證的第一步便是要理出不同類型的典範與實際操作的介入模式。因此，本研究從組織學習的驅動力量配合文獻，歸納出三種組織學習的類型，並以研究者所提出之組織學習的過程模式為基礎，參考組織發展領域所提出的計畫性變革模式，來發展相對應的三種組織學習之介入模式。這三種模式的採用有其不同的驅動因素，不同的關切議題與目標，在顧問與組織的互動上，介入前的診斷上，介入的規劃與執行上，成效的評估與體制化的方式上均有些差異。本研究的結果不但提供實務界與學術界統一的用詞，不至於因談論相同的議題卻用不同的用語，或是談論不同的議題卻用相同的用詞，而產生對話上的誤解，同時可以作為學術研究上的分類基礎，提供跨個案比較研究上的個案分類標準，並且提供實務介入上相當清楚的參考步驟。 關鍵字：建構學習型組織、讓組織能學習、學習的管理、介入模式 |
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ABSTRACT Organizational learning and learning organization have been two vague terms for researchers and practitioners. The empirical studies have been rare as yet. We asserted that the types of organizational learning should be recognized firstly to make further empirical studies. The study categorized three types of organizational learning derived from intensive literature survey. Moreover, three respective intervention models were developed based on three process models of organizational learning and the general plan change model. The three intervention models were distinguished with different driving forces, objectives, relationships between consultants and object organizations, diagnoses, designs and implementations, and evaluations and institutionalizations. The results proposed unified terms of organizational learning to be used for empirical studies and practices. Detailed guidelines for interventions of organizational learning were proposed . Keywords: building learning organization, enabling organizational learning, managing organizational learning, intervention models
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DEVELOPING AND VALIDATING DIAGNOSTIC MODELS FOR ORGANIZATIONAL LEARNING 王思峰 鄭尹茹 東吳大學企業管理系 陳加屏 義守大學企業管理系 陳於志 財團法人百略學習教育教育基金會 Sy-Feng Wang Yin-Ju Cheng Department of Business Administration Soochow University Jia-Ping Chen Department of Business Administration I-Shou University E.Y. Chen Microlife Learning Foundation 摘要 學習型組織或組織學習是一組相當抽象而廣泛的建構集合，學界對於組織學習的定義與理論，仍是眾說紛紜，缺乏一致的認同。以變革理論而言，初始啟動議題的選定，對整個導入或變革過程有相當大的影響，企業如何在這一組紛亂、抽象而廣泛的建構集合中，選擇要先處理何種初始議題、採用什麼理論取向、以何種介入模式為依據，實為一個令企業困惑的問題。本研究參酌國內的實踐經驗，發展出「建立學習型組織」與「讓組織能學習」的診斷模式與評鑑工具，並以六家醫院的資料說明此診斷模式，並進行信度與效度的檢驗。研究結果顯示，此二診斷模式具有一定的信度與效度。企業在引入學習型組織時，或可藉以自我診斷與分析，一方面辨別出自己企業是否適合採取某類的組織學習類型與介入模式，另一方面則可瞭解若採取某類型下，專案推動的成功機率與速度，以及分析出指導專案未來行動的一些方向。 關鍵字：學習型組織、組織學習、診斷模式、個案研究 |
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ABSTRACT Learning organization and organizational learning are both consisted of a number of complex constructs. Although a variety of organizational learning models were suggested, little consensus was reached. From the organizational change point of view, the selection of initiative issues are essential for success of change process. How to initiate, i.e., the selections of issues, theories, and intervention models is still unclear for companies. In this study, two diagnostic models and methods were developed for the decisions of the adoption of building learning organization and enabling organizational learning. The methods were validated with six hospital cases which were to participate in a learning organization project. The results of data analysis revealed that the proposed methods were reliable and valid. The results suggest that the diagnostic models and methods could serve as self-diagnostic tools for organizations to select theory bases and intervention models of organizational learning initiatives. Keywords: learning organization, organizational learning, diagnostic model, case study
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AN ANALYSIS OF EMPLOYEES’ MENTAL MODELS OF T COMPANY 艾昌瑞 國立中正大學企業管理系 李玉蓮 永豐餘造紙股份有限公司 Chang-Ruey Ay Institute of Business Administration National Chung-Chang University Yu-Lian Li Yuen Foong Yu Paper MFG. Co., LTD. 摘要 本研究是以一家公司為個案對象所進行的質性研究，立基在紮根理論的分析方法，透過訪談與實地觀察的方式，發掘與呈現企業組織員工的心智模式。本文先從文獻探討出發，針對心智模式的概念進行討論，並定義心智模式為員工對特定人事物的基本假設或信念；進一步根據觀察與訪談資料，透過員工所使用的語言挖掘該公司成員的心智模式，呈現由信念組成的網路關係的組織員工心智模式。本文的目的不在建構一套理論或為理論的基點尋找穩固的假設，也不在為我們所使用的方法辯護其理論上的意義，我們只想在心智模式的實證研究上嘗試提出一種切入的方法，進一步提供組織變革者在實際推動變革時的參考。 關鍵字：心智模式、紮根理論、基本假設、信念、組織變革 |
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ABSTRACT Based on the analytic framework of grounded theory, this study employs the methods of interview and field observation to explore the employees’ mental models of a specific company. By briefing review the concepts of mental models, we define mental models as the basic assumptions or beliefs employees constructed to understand a particular person or object, which can be observed through the language employees used to interact with each other. The purpose of this article is not to construct a theoretic framework of mental model, neither defending the theoretic foundation of analytic framework we developed. We instead try to provide a methodology for representing mental models as networks of belief structures, and furthermore to provide change agents with a reference to identify sources of resistance to organizational change. Keywords: mental models, grounded theory, basic assumptions, belief, organizational change
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THE FRAMEWORK OF BUILDING A LEARNING ORGANIZATION AND ITS APPLICATION IN SCHOOLS 魏惠娟 中正大學成人及繼續教育學系 Hui-Chuan Wei Department of Adult and Continuing Education National Chung-Chen University 摘要 學習型組織的理念吸引人，又有具體可應用的實踐策略，國內相關的研究近年來也逐漸增加，不過，在教育改革的各種努力中，並沒有突顯「把學校改造成一個學習型組織」的觀點，學校與企業固然不同，但是，也沒有證據顯示，學習型組織不能適用於學校。基於上述的動機，本文首先從概念上論述學習型組織的「是什麼」、「為什麼」以及「如何」，並且以一個概念架構來說明學習型組織的建構途徑。其次則就筆者過去與學校進行合作行動研究的結果，來說明學習型組織在學校實踐的策略。 關鍵字：學習型組織、組織學習、學習型學校 |
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ABSTRACT The learning organization has been viewed as the powerful organization in the new century. The theories and practices have been clearly articulated in the related literature. However, It was absent from the recent educational reform programs. I other words, the vision that transforming our school as learning organizations has been ignored in most of the educational reform literature. Based on background of the study, the paper first conceptually identified the “what”, “why” and “how” of the learning organization. Then, the conceptual framework to build the learning organization was provided. Finally, results of a collaborative action research to describe strategies applied in the school were reported. Keywords: Learning organization, Organizational learning, Learning school
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DIMENSIONS OF THE LEARNING ORGANIZATION AND ORGANIZATIONAL PERFORMANCE 連雅慧 中正大學企業管理研究所 Ya-Hui Lien Institute of Business Administration National Chung-Chen University 摘要 高科技產業的崛起，是近二十年來台灣經濟發展快速的要件之一，而高科技產業的特性之一，便是要不斷的透過持續學習，精進、創新發展其技術能力。本研究以Marsick 和Watkins（1993）所提的整合性觀點的學習型組織為理論基礎，及根據此理論架構所發展之問卷-學習型組織構面問卷（Dimensions of the Learning Organization Questionnaire, DLOQ），以台灣一科技公司為例，探討、檢視學習型組織之個人層次、團隊層次及組織層次上的重要構面與組織績效之關係。 關鍵字：學習型組織、組織學習、績效表現 |
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ABSTRACT For the past twenty years, the prosperity of high-tech industry was one of the reasons for the Taiwan economical development. The main character of high-tech industry was mastery and innovated their skills through continuous learning. Marsick and Watkins’s (1993) Dimensions of the Learning Organization Questionnaire (DIOQ) served as an instrument to measure the construct of the Taiwanese high-tech learning organization. The intension of this study was to examine the relationship between the constructs of learning organization and organizational performance. Keywords: Learning Organization, Organizational Learning, Performance
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THE PROCESS OF FACILITATING ORGANIZATIONAL LEARNING IN REFLECTIVE CONSULTATION : A CASE OF SMALL AND MEDIUM SIZED ENTERPRISES IN TAIWAN 洪瑞斌 夏林清 盧宗榮 輔仁大學心理學系 Jui-Ping Hung Lin-Ching Hsia Chung-Jung Lu Department of Psychology Fu-Jen Catholic University 摘要 本研究目的在於提出一個促進組織學習之個案，以及針對組織介入經驗進行反思與討論。本研究的方法及個案之介入取向採用Argyris & Schon（1996）的組織學習、Argyris, Putnam & Smith（1985）的行動科學、及Schein（1988）的歷程諮詢模式。本研究在實際操作上進行了一系列的「反映對談」共12次，其過程可區分為接案階段、導向建立階段、焦點衝突溝通學習階段、及結案階段等四階段，重要的是外部顧問與組織成員共同建構了一個可以開放對話的學習場域。然後，研究者針對自身的學習、學習場域與團體之構成、有利或不利於組織學習之條件、此取向中顧問的角色與作用、一般對於「組織學習」之誤解、對個案組織之建議等主題進行反思與討論。整個組織介入的過程是顧問與個案組織進入組織學習的一個共同嘗試，顧問盡可能啟動個案公司之集體反思的條件。研究者並期待實踐組織學習之價值與精神之組織介入方法能更加精練與落實，使組織研究者、組織諮詢顧問、組織管理者都有另一種取向的組織研究與介入方法可以選擇。 關鍵字：組織學習、反映對談、行動科學、歷程諮詢、對話 |
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ABSTRACT The purpose of this study is to present an enterprise case of organizational learning and the discussion and reflection of researchers’ intervention. In this case, the theories of intervention approach are based on Argyris & Schon’s “Organizational Learning”(1996), Argyris, Putnam & Smith’s “Action Science”(1985), and Schein’s “Process Consultation”(1988). In this study, twelve times of reflective conversations were conducted. And the intervention process can be divided into four stages, intake stage, orientation stage, conflict learning stage, and finally the ending stage. The most important thing in this study is the outside consultants and organizational staffs can co-construct a learning field of open conversation. At last, researchers reflect and discuss of self-learning, the construction of learning field and group, the facilitative and inhibitive factors of organizational learning, the roles and functions of consultants, the misunderstanding of organizational learning, and the suggestions to the case. The whole process of intervention is an temptation for consultants to try organizational learning , so as for the enterprise case. Consultants endeavor to initiate the conditions of collective reflection in the case. The researchers hope that the intervention method which fulfills the value and spirit of organizational learning can be more elaborative and practical, so that researchers, consultants and managers of organization can have alternative approach of organizational study method and intervention in the future. Keywords: organizational learning, reflective conversation, action science, process consultation, dialogue |
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