学习和组织性能之间的关系

文摘

本文试图考察学习和组织绩效之间的关系在大不里士的州立大学,伊斯兰自由大学和高等教育机构。统计人口由三百四十一名受试者随机选择通过摩根表。采访中,收集的数据观察和Marsik和witkin问卷。调查问卷的有效性证实了名义上的有效性。提到问卷测量的可靠性0.89克伦巴赫α系数。研究问题是回应多元回归和斯皮尔曼相关系数是为了测试的假设。这是认为小组学习水平不受个体层面影响组件除了持续学习。其他组件影响个人,集团和组织学习的水平。所有组件除了个人学习水平的影响组件。个人、团体和组织学习对组织性能的影响。 There is a positive and significant relationship between learning individual dimensions and learning level .There is a significant relationship between components and learning levels except separated systems components and personal learning level. There is no relationship between learning levels and organization performance. The results show that continuous learning, interaction and team learning have considerable effect on learning levels. There is a significant relationship between learning leadership and learning levels in organization and there is a significant relationship between organization relations with environment and learning levels. There is no relationship between separated systems components and personal learning levels and there is a significant relationship between separated systems components and team and organizational learning.

关键字

组织学习、个人学习水平、团队学习水平,组织学习、组织绩效。

介绍

如今,快速变化的环境因素是导致歧义和管理组织的复杂性和挑战。在这样的条件下,为了保持竞争优势面临挑战,新形式的组织正在扩大,称为学习型组织。在这些组织中,学习过程进行了分析,发现,开发和管理创新和改进目标。的角度来看,战略,领导、值,这样的组织结构、系统、流程和性能加速个人学习和组织水平。从学习组织的特征,它可以称为信息流动导致增强知识和改进组织管理人类的力量。推广人员知识、组织情报和生产率增加。根的识别问题的基于交互的系统组件被认为是一个组织的系统性知识子集。生产力是一个学习型组织的主要元素。为了企业的生存竞争的世界,企业试图推销自己的知识和力量,关注教育的东西。根据文献回顾,研究组织性能之间的关系和学习组件不太考虑。 This subject is considered by organizational chief mangers in addition to theoretic background. Low performance of learning organization and identification of performance components are defined in this research. In order to investigate the relationship between learning dimensions and their effects on organizational performance and rational analysis, two individual and structural dimensions are considered and their effects on organizational performance with learning levels interference are investigated. Learning is a broad concept established by forms like new attitude, problem solving method and knowledge application. In other words, learning is a process that individuals’ behavior and thoughts are changed. Scholars investigated the learning concept and manner of facilitation of learning. The importance of this concept is rooted in this fact that comprehension of learning methods leads to prediction and direction of the individuals’ behavior [3]. In other hand, comprehension and manner of remembering and identification of individuals are changed in learning scope. Learning organization follows this definition so that the organization learns and changes its functions by passing of time. Every society success depends on power of learners involving permanent learning process. By study the learning history and theories, we found that learning was one of the main motivators of human beings during centuries. Several scholars have investigated learning concept and manner of facilitation of learning proposed theories in this relation. It is probable that the importance of learning is resulted from this fact that understanding of learning method leads to prediction of the individuals behavior [3]. Learning can be defined as achieving knowledge and new ideas, different habits and skills and different methods of problems solving. Also, learning is defined as acquisition of good or bad behavior and actions(Seif, 2005:30).Kimble (1961)defines learning as relatively stable change in behavior or behavior power and it can be be attributed to temporary states resulted from illness, fatigue and consumption of drugs.

这种学习定义的主要特征

改变

相对稳定的变化

——相对稳定变化行为的权力

——相对稳定变化行为的权力,因为经验(赛义夫,2005:19)

首先,学习被认为是改变行为。换句话说,学习应该转移到可观察到的行为的结果。其次,行为的变化是相对稳定和永久的现象。第三,改变行为后没有必要学习。尽管潜在的力量创建不同的行动,这种能力不是立即出现在行为。第四,行为改变是因经验和实践。第五,这段经历应该授权(赛义夫,2005:19)。根据不同的组织、个人和团体学习分为:

最大个人学习:个人学习表明改变技能,态度和个人知识和价值研究认为革命和教育基础上通过观察和学习的新方法技术知识.Personal学习是一个过程,知识转移获得的经验。根据圣吉,一个组织从个人学习。当然,个人学习并不保证组织学习,组织学习是没有达到没有它。根据约翰·雷丁(1994),个人学习是必要的组织和革命发展的基本功能和个人模糊的未来做准备。个人的承诺为组织学习和学习能力是必要的。个人进步计划是个人学习的主要元素之一,保证不仅组织的好处,而且工作人员的未来。人力资源管理中扮演一个重要的角色在这个关系。

2 -小组学习:根据圣吉和et al,小组学习是第二个学习水平。这意味着团队可以被视为一个单元,它可以有创造力。组人员知识的学习就像一座桥梁将组织知识[5]。

3 -组织学习:通过共享获得的第三个层次是组织学习智慧,知识,经验和主观模型组织成员.Monako(1995)认为组织学习是通过重复内化与外化的过程;外化是当人员知识被认为是显性知识和隐性知识通过改变这些知识,内化。因此,组织学习是通过显性和隐性知识结合的东西,一个组织的不同部分之间的相互作用[4]。

学习理论

不同的理论学习。大约有一百年的年龄学习问题主要是哲学理论。亚里士多德和柏拉图哲学和自然科学的研究方法检查Ebinghouse和保罗被用于学习的问题。基于科学心理学实验室中获得的文件在世界的不同部分,提出了全面的理论和原则。在进步的学习问题,两个学校的:

1 -行为理论:沃森建立这所学校在1913年基于实验的意识形态。他认为,只有资源的知识和学习经验。行为心理学家,主要话题是群体行为和他们解释行为调节过程。这些心理学家强调赋权和亲密的重要性学习environment2 -认知理论:并发行为理论命题,一小群心理学家强调个人的态度和理解的重要性,通常在学习的内在因素。格式塔理论,皮亚杰和莱文是学习认知理论。近年来,一些心理学家发现行为和认知强调学校的内部和外部因素。它可以指学习生理神经理论和报告。一般来说,学习理论涉及的规则集的学习上升的理论学习过程进行调查。这些理论去研究学习的过程及其影响因素。为实现这一目标,学者研究这个问题从不同方面提出不同的理论学习。 Today, two popular theories of factor conditioning and social learning have been proposed related to learning.

学习型组织

几年前提出了学习型组织的概念。但通过出版的第一本“五法”彼得•圣吉学习型组织的艺术和技能提升。一般来说,学习型组织可以被解释为一个组织,它的未来,认为学习作为其成员的创造性的过程。这样一个组织的变化响应需求和欲望的成员组织的内部和外部。学习型组织是一个现象始于1990年。条件、理论和组织环境的变化的原因是在这十年建立这些组织;所有组织试图生存。为此,组织应该离开不稳定结构和像学习组织和改变他们的结构(Shafai Shafai, 2009)。学习组织等理论方法是改革的理查德•Cybert Jamse 3月和赫伯特西蒙。据研究人员介绍,被学者认为是学习型组织的概念。出版的彼得·圣吉的书的一个主要趋势”第五原则:学习型组织的艺术和行动”[7]。 Different definitions have been proposed for learning organization. Senge defines learning organizations that individuals improve their capabilities continuously in order achieve goals, so new paradigms of collective and team collaboration is developed. According to Gephart and Marsick learning organization increase its learning, conformation and change capacity. In such an organization learning process is analyzed; observed and expanded and it is managed related to innovation and improvement of goals.Perspective,strategies,leadership,values,structures,systems,processes and performance of this organization facilitate learning. Some scholars proposed concepts like laboratory learning, organization producing knowledge and etc. Choo believed that clarity of mission and perspective, leadership commitment and authority, practical experience and rewarding, effective transmission of knowledge and experiences, team work and collective problem solving are main elements of learning organization [8]. Learning organization involves skill and capability in creation, obtaining and transferring knowledge and improvement of behavior for reflection of new knowledge and attitude [9].

Goffart(1996)定义了学习型组织作为组的能力接受新模式,革命和思想和这个组织管理这些模式并雇佣他们。这样一个组织可能会改变其性能、结构和工作环境。Goffart认为学习型组织有五个差异和组织学习[10]。在学习型组织相关的所有元素是彼得·德雷克比较它与音乐家,服从管弦乐队领导人[6]。结果是一个和谐的音乐。学习型组织与来自不同文化背景的人员一起工作。

不同的观点对学习组织

不同的观点提供了学习组织。下表总结了这些观点。

回顾文献

Persikel(1994)认为组织学习失败的原因是不成功的推广和组织学习的东西。Heofferd用人思想的典范建立学习型组织,强调在审查员的角色在提供新定义的组织学习和专家的角色在改善人力资源的发展和组织的成功。Delavar(2001)研究教育中心和大学的角色在财富和面向知识经济在欧洲。他认为教育中心需要信息技术和通信和他的结论是,这些中心和大学可以采用信息技术涉及到学习型组织的特点。王(2004)在研究学习型组织维度在锣教育中心显示,努力教授和作者在建立共同愿景的东西相对于这些中心教育目标导致积极的态度。Shankar(2005)在我们学习所有的知识产权和组织性能变量和得出的结论是,有一个变量之间的关系在不到平均.E.Chon。挂(2010)调查社会的影响,人力资本和结构资本的生产知识和技术知识的多样性。他取得了以下成果:首先,智力资本是一个现象产生关系。其次,技术知识的多样性是由于适量;知识资本的所有方面是积极和受到影响的生产知识。Dosiyavora(2005)表明,知识管理通过组织学习提高大学的性能。 Sun Chon Kang (2005) believes that researcher and managers are interested in following manner of learning and concurrently investigate knowledge scopes. In order to create background for bilateral learning human resources methods should be considered that it affects on human, social and organizational capital. A research was conducted in University of Shahid Beheshti in order offer an intellectual capital structural model based on organizational learning. The statistical population involved all stuff of Shahid Beheshti university with studies of Diploma and higher than Diploma. The results of analysis of route show that there is a significant relationship between organizational learning aspects and intellectual capital. Learning has direct effect on intellectual capital and human capital is the important indicator of intercultural capital in this model. Davarzani(2006) believes that learning ability can be measured by by management commitment, common subjective models, systemic thinking, team work and personal capabilities and knowledge management. Management commitment affects significantly on learning capacity and knowledge management is in the second position Shafaei(2001)suggests followings as important barriers of organizational learning in Iran: mangers and stuff incorrect believes on power of manger and attitude of mangers to preserving of power and explosive and non competitive environment ,think about particulars and rationalism. Hydari(2008)concluded that there is a direct and significant relationship between relational capital and knowledge management. Hovida(2007) concluded that implementation of learning organization components could lead to improvement of quality of education directly .Shahriyari(2007) concluded that there is a significant relationship between customer capital and structural capital and there is a significant relationship between customer capital and organizational performance and also there is a significant relationship between structural capital and organizational performance. The results of Amiri research show that organizational learning influences positively on companies intellectual capital. In addition, personal learning affects positively on human capital; team learning impacts on customer capital and organizational learning affects on structural capital. This research aims to investigate the relationship between learning and organizational performance among professors of state universities and Islamic Azad University and nongovernmental higher education institutes in Tabriz

研究概念模型

方法

统计人口是主要的人口和它涉及真实和假定所有成员,研究广义[2]的结果。在最近的研究统计人口包括州立大学教授和伊斯兰自由大学和高等教育非政府机构在大不里士。选择了小样本进行分析(Hassan陈守煜,2009:99 - 100)。简单随机抽样方法选择方法和341人通过摩根表。采访中,收集的数据观察和Marsik Watkinese问卷。有效问卷调查证实了名义上的有效性和可靠性得到0.89克伦巴赫α测试。

结果和讨论

分析方法分类、监管流程和总结数据回答研究问题。分析的目的是为了减少数据的理解和解释;所以不同的变量关系是研究[1]。在这一部分首先教授研究的一般状态,然后假设测试。

假设测试

假设

1是一个重要和积极的学习个人维度和学习水平之间的关系。2是一个重要的和积极的关系结构维度和学习水平。3是一个重要和积极的学习水平和组织性能之间的关系。

根据显著水平以上的表,它可以显著水平的领导说学习和连接组织的环境和学习水平小于0.05。因此可以说,有一个积极和重要的组件和学习水平之间的关系。同样,有一个积极和重要的分离系统组件之间的关系,组织学习水平和组织学习水平。与个人学习水平没有显著的关系。

结果

根据表6的结果,7和8可以说,有一个积极和重大的个人组件和学习水平之间的关系。有积极和重大的关系结构水平组件包括学习学习,组织与环境和分离系统的连接和领导组件和组织与环境尚还未有分离系统组件之间的关系和个人层面上学习但有一个积极的组织学习和组织学习之间的关系。同时,有一个积极和显著的学习水平和组织性能之间的关系。为了组织组织学习过程,建立其组件建议促进信息传递和新思想提供了通过建立单位的调查组织的学习水平和学习的有效成分在不同的水平。很明显,促进学习取决于举办研讨会和国家和地区会议提供想法和信息。使用配置文件以使用东西的技能和教授的成就和科学生产似乎是必要的。所以,建立系统来衡量组织绩效评价和改进是必须的。是建议选择一个成员领导人举行教育会议和参与组织决策导致增加团队学习和动机的东西和使用人员的成就。通过创建新的组织文化为听力观点不同的成员组织生产率增加。鼓励文化促进个人学习和评估是必要的。 In this relation common perspective between organization members and participation of the members is substantiated in organization, personal and group learning. The individuals should be encouraged for risk taking, creativity and innovation and the educational creative plans should be supported. By investigation of different barriers reporting of performance feedback seems necessary. By creating appropriate working relations and speech on elimination of problems and establishing free discussion and participation of members and establishing personal and organization perspectives a background is provided for new and innovative ideas. By compilation of defined strategic plan for training of individuals, groups and organizations for future and selection of appropriate strategy for improvement of learning and conformation of organization structure with strategic planning movement toward continuous improvement.

引用

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