企业敏捷学习要素体系研究
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摘要
新世纪的竞争将是一个更为激烈的竞争和生存环境,大部分企业将面临速度、变化、不确定性及弹性等一连串挑战,企业在市场竞争日益激烈、客户需求瞬息万变、技术创新不断加速的高压下,必须具备敏捷学习的能力,只有敏捷的学习能力才能及时响应外界的变化,才能获得持久的发展。
二十世纪七八十年代,对于如何应对激烈的竞争和多变的环境以及如何维持世界强国的地位,美国学者为美国制造业提出了著名的敏捷制造。敏捷化思想在生产制造领域的成功运用使其迅速在各个领域扩展开来:从最初应用于生产领域诞生敏捷制造,到组织本身实现敏捷企业,到供应链管理的敏捷性,到项目管理出现敏捷项目管理,到知识领域产生敏捷学习,正是这一战略思想向纵深发展的必然。敏捷学习的提出是敏捷化思想在横向广度上的扩展,更是在纵向深度上的发掘。在实践上,美国制造业的重新崛起使敏捷制造在世界各国受到青睐。而我国对于敏捷制造实施的不理想状态促使我们寻找敏捷制造实施背后深层次的动因。敏捷制造的原动力来自于敏捷学习,其深层次的动因可以追溯到敏捷学习。一个组织只有实现了敏捷学习,才能够将这种“敏捷”扩展到生产领域,使整个企业组织本身变得敏捷。
上世纪中后期的竞争环境催生了敏捷制造,新世纪新的竞争特点催生了敏捷学习。本文基于对文献研究和实践中的困惑与反思,从组织学习特点和敏捷制造理论出发,界定了敏捷学习概念。并认为敏捷学习的思想和战略应建立在系统化的理论架构之上,为此,本文提出了现代组织学习理论要素体系的思想并对其进行了梳理和总结,进而创新性地构建了一个基于理论的敏捷学习要素体系模型。本文所界定的敏捷学习是指,敏捷学习是指一个企业或组织在外界环境或自身战略目标发生变化时,能够基于自身的组织学习系统,通过有效整合系统内各种学习要素,协调和优化配置系统内的各种资源,并充分利用系统外的有效工具(如现代信息技术手段),以达到对外界环境变化做出快速、有效的响应,实现对客户多样化需求的满足,从而提高企业或组织的核心竞争力。这一概念包括:需求响应的快捷性,学习资源的集成性,学习过程的敏捷性,人力资源管理的协同性,学习机制的柔性等。基于理论的敏捷学习要素体系包括:敏捷学习外部驱动因素、内部驱动力(共同愿景)、学习资源、学习支持、学习过程、学习方式、人际信任以及人力资源管理实践支持。本文构建了包含敏捷学习外部驱动因素、内部驱动因素、敏捷学习要素、敏捷能力及其之间相互支持、相互配合关系的敏捷学习要素体系理论研究模型。
本文在理论研究的基础上,以我国企业为调查样本进行实证研究。在运用计量模型对基于理论的敏捷学习要素体系进行探索和验证分析的基础上,通过区分不同要素对我国企业敏捷学习实践影响程度及重要性的不同,构建了适合我国企业实践的敏捷学习要素体系:敏捷学习外部驱动因素、内部驱动因素(共同愿景)、学习资源、学习支持、学习过程、学习方式、人际关系以及人力资源管理实践支持。首先,探索性因子分析和验证性因子分析结合的方法确定了敏捷学习的影响因素并进一步验证了各要素变量结构设置的合理性;然后运用多变量回归模型分析所确定各因子与企业敏捷学习之间的关系。通过回归结果的分析比较,得出了各级敏捷学习的影响因素:学习过程因子是最大的影响因素,这很好的支持了本文所构建的理论模型中以学习过程为敏捷学习系统的核心;战略目标参与因子是第二级重要影响因素,它体现了敏捷学习的内部驱动力对敏捷学习的促进作用;内部信任因子以及人力资源管理实践支持(特别是人员获取支持、员工培训支持、绩效考核支持)是第三级重要影响因素。利益关系因子、情感关系因子、工作效率因子、学习支持因子是第四重要的影响因素,它们分别反映了员工之间的人际关系(利益关系因子和情感关系因子)、开发式的学习方式以及团队的工作形式对敏捷学习的影响作用;敏捷学习外部驱动因素、网络信息化因子是第五级重要影响因素,它们在一定程度上部分的促进了敏捷学习。最后并运用贝叶斯网络分类模型的方法对敏捷学习要素体系进行整体分析,通过分类的结果进一步说明了敏捷学习要素体系模型的合理性,整个实证结果支持了本文的理论研究。
The new century will be a even more fierce competition and the living environment.Most enterprises will face a series of challenges, such as speed, change, uncertainty , flexibility and so on. Under the high pressure including an increasingly competitive market, ever-changing customers' demands and accelerating technological innovation, enterprises must have the ability to learn agilely. Only with the agile learning ability, enterprises can respond timely to the changes and obtain sustainable development.
In the 1970s and 1980s, American scholars brought forward the well-known agile manufacturing for the U.S. manufacturing sector to deal with the intense competition and changeable environment and maintain the status of world power. The successful application of the agile thought in the manufacturing area made the thought expanded rapidly in all fields: from the agile manufacture to agile enterprise organization, the agile supply chain management, agile project management, and agile learning, all this is the strategic thinking to develop in depth and inevitably. The proposal of agile learning is agile thinking expands in the scope and develops in depth. In practice, agile manufacturing is popular in countries around the world because of the renewal of the U.S. manufacturing sector. In China, for the unsuccessful implementation of agile manufacturing, we have to look for the deep-seated motive of implementation of agile manufacturing.The motivity of agile manufacturing comes from agile learning. Only achieving agile learning, the organization can realize agile manufacturing and become an agile organization.
The competitive environment of last century creats agile manufacturing, and the new century gives the birth of agile learning. Based on the study of literature and practice in the confusion and reflection, from the characteristics of organizational learning and the theory of agile manufacturing, the author defined the concept of agile learning and supported that the thought and strategies of agile learning should be built on the systematic theoretical framework, so the paper proposed the ideal of organizational learning elememts system and studied it. Based on it, the paper futher innovative constructed a system of agile learning elements in theoretical. Agile learning in this paper means an enterprise or an organization learn new knowledge agilely so that respond rapidly to the external environment changes. More specifically, it means that with the modern information technology tools, the enterprises or organizations rapidly integrate the various elements of learning, effectively coordinate and optimize the allocation of the resources to achieve agile learning and innovation to give rapid response to external environment changes and ultimately improve their core competitiveness. It focuses on fast, efficient and flexible learning to continue to innovate and respond to changes of the external environment. This concept includes the quick response to demand, the integration of learning resources, the adjustable agility of learning process, human resources management synergies and flexible mechanism of learning and so on. The theoretic agile learning elements system includes agile learning external drivers, internal drivers(shared vision), learning resources, learning supports, learning process, learning patterns, interpersonal trust and human resources management practice support. The article constructs a theoretical research model of agile learning elements system, which includes agile learning external drivers, internal drivers, agile learning elements and agile ability.
On the basis of theoretical research, the paper conducts an empirical research according to the samples of China's enterprises. Based on the exploratory factor and confirmatory factor analysis to the theoretic agile learning factors system by computation model, the paper distinguish the different importance of the elements, and then established a practice of Chinese enterprises agile learning elements system: agile learning external drivers, internal drivers(shared vision), learning resources, learning supports, learning process, learning patterns, interpersonalship and human resources management practice support. First, the paper determines the main factors by exploratory factor analysis and confirmatory factor analysis, and then studies the relationship between the factors and agile learning by regression analysis. We get all levels factors of agile learning through the analysis and comparison of the regression results. It shows that: the factor of learning process is the most important factor, and it is a good support for the theoretical model of this paper, in which the learning process is the core of agile learning system. The organizational strategic goal is the second-class important factor, it reflects the importance of agile learning internal driving force. The interpersonal trust factor and human resource management practices support factor (especially access to staff support, staff training support and the performance evaluation support) are the third-important factors. Interest relation factor, emotional tie factor, efficiency of work factor, learning support factor are the fourth important factors, which reflect the impact of the interpersonalship (interest relation factor and emotional tie factor), exploitation learning pattern and the teamwork form to the agile learning. Agile learning external drives, network information are the fifth-important factors, which partly effect agile learning. Finally, the paper further studies the model of agile learning elements system by Bayesian classification model. It concludes that the model is reasonable. All results of the empirical research mostly support the theoretical research in this paper.
二十世纪七八十年代,对于如何应对激烈的竞争和多变的环境以及如何维持世界强国的地位,美国学者为美国制造业提出了著名的敏捷制造。敏捷化思想在生产制造领域的成功运用使其迅速在各个领域扩展开来:从最初应用于生产领域诞生敏捷制造,到组织本身实现敏捷企业,到供应链管理的敏捷性,到项目管理出现敏捷项目管理,到知识领域产生敏捷学习,正是这一战略思想向纵深发展的必然。敏捷学习的提出是敏捷化思想在横向广度上的扩展,更是在纵向深度上的发掘。在实践上,美国制造业的重新崛起使敏捷制造在世界各国受到青睐。而我国对于敏捷制造实施的不理想状态促使我们寻找敏捷制造实施背后深层次的动因。敏捷制造的原动力来自于敏捷学习,其深层次的动因可以追溯到敏捷学习。一个组织只有实现了敏捷学习,才能够将这种“敏捷”扩展到生产领域,使整个企业组织本身变得敏捷。
上世纪中后期的竞争环境催生了敏捷制造,新世纪新的竞争特点催生了敏捷学习。本文基于对文献研究和实践中的困惑与反思,从组织学习特点和敏捷制造理论出发,界定了敏捷学习概念。并认为敏捷学习的思想和战略应建立在系统化的理论架构之上,为此,本文提出了现代组织学习理论要素体系的思想并对其进行了梳理和总结,进而创新性地构建了一个基于理论的敏捷学习要素体系模型。本文所界定的敏捷学习是指,敏捷学习是指一个企业或组织在外界环境或自身战略目标发生变化时,能够基于自身的组织学习系统,通过有效整合系统内各种学习要素,协调和优化配置系统内的各种资源,并充分利用系统外的有效工具(如现代信息技术手段),以达到对外界环境变化做出快速、有效的响应,实现对客户多样化需求的满足,从而提高企业或组织的核心竞争力。这一概念包括:需求响应的快捷性,学习资源的集成性,学习过程的敏捷性,人力资源管理的协同性,学习机制的柔性等。基于理论的敏捷学习要素体系包括:敏捷学习外部驱动因素、内部驱动力(共同愿景)、学习资源、学习支持、学习过程、学习方式、人际信任以及人力资源管理实践支持。本文构建了包含敏捷学习外部驱动因素、内部驱动因素、敏捷学习要素、敏捷能力及其之间相互支持、相互配合关系的敏捷学习要素体系理论研究模型。
本文在理论研究的基础上,以我国企业为调查样本进行实证研究。在运用计量模型对基于理论的敏捷学习要素体系进行探索和验证分析的基础上,通过区分不同要素对我国企业敏捷学习实践影响程度及重要性的不同,构建了适合我国企业实践的敏捷学习要素体系:敏捷学习外部驱动因素、内部驱动因素(共同愿景)、学习资源、学习支持、学习过程、学习方式、人际关系以及人力资源管理实践支持。首先,探索性因子分析和验证性因子分析结合的方法确定了敏捷学习的影响因素并进一步验证了各要素变量结构设置的合理性;然后运用多变量回归模型分析所确定各因子与企业敏捷学习之间的关系。通过回归结果的分析比较,得出了各级敏捷学习的影响因素:学习过程因子是最大的影响因素,这很好的支持了本文所构建的理论模型中以学习过程为敏捷学习系统的核心;战略目标参与因子是第二级重要影响因素,它体现了敏捷学习的内部驱动力对敏捷学习的促进作用;内部信任因子以及人力资源管理实践支持(特别是人员获取支持、员工培训支持、绩效考核支持)是第三级重要影响因素。利益关系因子、情感关系因子、工作效率因子、学习支持因子是第四重要的影响因素,它们分别反映了员工之间的人际关系(利益关系因子和情感关系因子)、开发式的学习方式以及团队的工作形式对敏捷学习的影响作用;敏捷学习外部驱动因素、网络信息化因子是第五级重要影响因素,它们在一定程度上部分的促进了敏捷学习。最后并运用贝叶斯网络分类模型的方法对敏捷学习要素体系进行整体分析,通过分类的结果进一步说明了敏捷学习要素体系模型的合理性,整个实证结果支持了本文的理论研究。
The new century will be a even more fierce competition and the living environment.Most enterprises will face a series of challenges, such as speed, change, uncertainty , flexibility and so on. Under the high pressure including an increasingly competitive market, ever-changing customers' demands and accelerating technological innovation, enterprises must have the ability to learn agilely. Only with the agile learning ability, enterprises can respond timely to the changes and obtain sustainable development.
In the 1970s and 1980s, American scholars brought forward the well-known agile manufacturing for the U.S. manufacturing sector to deal with the intense competition and changeable environment and maintain the status of world power. The successful application of the agile thought in the manufacturing area made the thought expanded rapidly in all fields: from the agile manufacture to agile enterprise organization, the agile supply chain management, agile project management, and agile learning, all this is the strategic thinking to develop in depth and inevitably. The proposal of agile learning is agile thinking expands in the scope and develops in depth. In practice, agile manufacturing is popular in countries around the world because of the renewal of the U.S. manufacturing sector. In China, for the unsuccessful implementation of agile manufacturing, we have to look for the deep-seated motive of implementation of agile manufacturing.The motivity of agile manufacturing comes from agile learning. Only achieving agile learning, the organization can realize agile manufacturing and become an agile organization.
The competitive environment of last century creats agile manufacturing, and the new century gives the birth of agile learning. Based on the study of literature and practice in the confusion and reflection, from the characteristics of organizational learning and the theory of agile manufacturing, the author defined the concept of agile learning and supported that the thought and strategies of agile learning should be built on the systematic theoretical framework, so the paper proposed the ideal of organizational learning elememts system and studied it. Based on it, the paper futher innovative constructed a system of agile learning elements in theoretical. Agile learning in this paper means an enterprise or an organization learn new knowledge agilely so that respond rapidly to the external environment changes. More specifically, it means that with the modern information technology tools, the enterprises or organizations rapidly integrate the various elements of learning, effectively coordinate and optimize the allocation of the resources to achieve agile learning and innovation to give rapid response to external environment changes and ultimately improve their core competitiveness. It focuses on fast, efficient and flexible learning to continue to innovate and respond to changes of the external environment. This concept includes the quick response to demand, the integration of learning resources, the adjustable agility of learning process, human resources management synergies and flexible mechanism of learning and so on. The theoretic agile learning elements system includes agile learning external drivers, internal drivers(shared vision), learning resources, learning supports, learning process, learning patterns, interpersonal trust and human resources management practice support. The article constructs a theoretical research model of agile learning elements system, which includes agile learning external drivers, internal drivers, agile learning elements and agile ability.
On the basis of theoretical research, the paper conducts an empirical research according to the samples of China's enterprises. Based on the exploratory factor and confirmatory factor analysis to the theoretic agile learning factors system by computation model, the paper distinguish the different importance of the elements, and then established a practice of Chinese enterprises agile learning elements system: agile learning external drivers, internal drivers(shared vision), learning resources, learning supports, learning process, learning patterns, interpersonalship and human resources management practice support. First, the paper determines the main factors by exploratory factor analysis and confirmatory factor analysis, and then studies the relationship between the factors and agile learning by regression analysis. We get all levels factors of agile learning through the analysis and comparison of the regression results. It shows that: the factor of learning process is the most important factor, and it is a good support for the theoretical model of this paper, in which the learning process is the core of agile learning system. The organizational strategic goal is the second-class important factor, it reflects the importance of agile learning internal driving force. The interpersonal trust factor and human resource management practices support factor (especially access to staff support, staff training support and the performance evaluation support) are the third-important factors. Interest relation factor, emotional tie factor, efficiency of work factor, learning support factor are the fourth important factors, which reflect the impact of the interpersonalship (interest relation factor and emotional tie factor), exploitation learning pattern and the teamwork form to the agile learning. Agile learning external drives, network information are the fifth-important factors, which partly effect agile learning. Finally, the paper further studies the model of agile learning elements system by Bayesian classification model. It concludes that the model is reasonable. All results of the empirical research mostly support the theoretical research in this paper.
引文
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