高职优质院校建设背景下组织学习的现状与改进策略
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摘要
建设优质专科高等职业院校是当前国家推进高职教育发展的重要举措之一,它承接高职示范院校建设和骨干院校建设计划,对我国建设世界一流水平高等教育发展战略具有重要意义。组织学习是组织发展的主要手段,它通过促进组织创新能力发展,对高职优质院校建设的成败起着关键性作用。通过对我国发达地区某高职优质院校建设项目的参与式观察和访谈等实证研究,发现高职优质院校建设过程中存在诸多组织学习问题,如组织文化制约、领导支持不足、组织成员学习意愿不强烈和缺乏激励机制等。研究建议,高职院校应建立完善的沟通机制和学习型组织文化,领导应做好支持工作,还要健全激励机制,以切实提高职院校的组织学习能力,从而取得所期望的优质院校建设成果。
The development of high-quality vocational colleges is one of the important strategies to promote the development of higher vocational education in China. It is of great significance for China to build a world-class higher education development strategy by undertaking the construction of demonstration schools and backbone schools. Organizational learning is the primary means of organizational development. It plays a key role in the success of the development of high-quality vocational colleges by facilitating the development of organizational innovation ability. With participant observation and semistatus quo of a high-quality vocational college development project. The research finds out the problems of organizational learning in the construction process of high-quality vocational school, such as organizational culture restriction, insufficient leadership support, weak learning willingness of organizational members and lack of incentive mechanism. In order to solve these problems, higher vocational colleges should promote their communication mechanism and learning-oriented organizational culture. Apart from that, managers should provide more supportive and stimulating policies to improve their organizational learning ability and to achieve the goal of a high-quality college.
The development of high-quality vocational colleges is one of the important strategies to promote the development of higher vocational education in China. It is of great significance for China to build a world-class higher education development strategy by undertaking the construction of demonstration schools and backbone schools. Organizational learning is the primary means of organizational development. It plays a key role in the success of the development of high-quality vocational colleges by facilitating the development of organizational innovation ability. With participant observation and semistatus quo of a high-quality vocational college development project. The research finds out the problems of organizational learning in the construction process of high-quality vocational school, such as organizational culture restriction, insufficient leadership support, weak learning willingness of organizational members and lack of incentive mechanism. In order to solve these problems, higher vocational colleges should promote their communication mechanism and learning-oriented organizational culture. Apart from that, managers should provide more supportive and stimulating policies to improve their organizational learning ability and to achieve the goal of a high-quality college.
引文
[1]关于2017年《高等职业教育创新发展行动计划(2015-2018年)》执行情况及有关工作完成情况的通报[EB/OL].[2018-12-07].http://www.moe.gov.cn/s78/A07/A07_gggs/A07_sjhj/201804/t20180413_333067.html.
[2]田京,张裕晨.高职高专“优质校”的评价方法与建设路径——高职高专“优质校”建设与评价论坛综述[J].高教发展与评估,2018(4):31-34.
[3]王旭平.实施“创新发展行动计划”和“教学诊改”助推高职学院优质校建设——以延安职业技术学院为例[J].延安职业技术学院学报,2018(5):1-5.
[4]张慧波.宁波职业技术学院:打造区域技术技能人才培养高地[EB/OL].[2018-12-07].https://www.tech.net.cn/web/articleview.aspx?id=20170103093910250&cata_id=N451.
[5]曾东升.优质高职院校建设的政策实践比较研究[J].职教论坛,2018(1):20-24.
[6]Smith E M.Disciplines of organizational learning:Contributions and critiques[J].Human Relations,1997(9):1085-1113.
[7]Argyris C,Schon DA.Organizational Learning:A Theory of Action Perspective[J].Reis,1997(77):345-348.
[8]Fiol CM,Lyles MA.Organizational Learning[J].Academy of Management Review,1985(4):803-813.
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[10]Crossan MM,Lane HW,White RE.An Organizational Learning Framework:From Intuition to Institution[J].Academy of Management Review,1999(3):522-537.
[11]Ziefuss H,Arbeitslehre,Eine Bildungsidee im Wandel[M].Seelze-Velber:Kallmeyer,1996:36.
[12][16]谢洪明,韩子天.组织学习与绩效的关系:创新是中介变量吗?——珠三角地区企业的实证研究及其启示[J].科研管理,2005(5):1-10.
[13]Hao Q A,Kasper H B,Muehlbacher J B.How does organizational structure influence performance through learning and innovation in Austria and China[J].Chinese Management Studies,2012(1):36-52.
[14][19]郭建如,周志光.高职示范校的组织学习、组织防卫与纠错能力——基于高职示范校C校的案例研究[J].高校教育管理,2018(2):55-65.
[15][德]麦诺尔夫·迪克斯.组织学习与知识创新[C].上海:上海人民出版社,2001:13-14.
[17]Levinson NS,Asahi M.Cross-national alliances and interorganizational learning[J].Organizational Dynamics,1995(2):50-63.
[18]杨建锋.组织学习的影响因素整合作用模式研究[A].中国管理现代化研究会.第五届中国管理学年会——组织行为与人力资源管理分会场论文集[C].北京:中国管理现代化研究会,2010:8.
[19]郭建如,周志光.高职示范校的组织学习、组织防卫与纠错能力——基于高职示范校C校的案例研究[J].高校教育管理,2018(2):55-65.
[20]胡伊苹.全球制造网络中基于治理模式的组织学习影响机制研究[D].杭州:浙江大学,2007:44-45.
[21]高山艳.新时代教育督导队伍专业化:诉求、问题与对策[J].当代教育科学,2018(11):74-79.
[22]孙健,王秀丽.组织文化的新向度:学习型文化[J].西北师大学报(社会科学版),2006(3):52-56.
[23][24][美]彼得·圣吉.第五项修炼[M].北京:中信出版社,2010:5-12,233-250.
[25]黄斌.领导力提升:优质高职院校建设的关键[J].职教论坛,2017(13):41-45.
[2]田京,张裕晨.高职高专“优质校”的评价方法与建设路径——高职高专“优质校”建设与评价论坛综述[J].高教发展与评估,2018(4):31-34.
[3]王旭平.实施“创新发展行动计划”和“教学诊改”助推高职学院优质校建设——以延安职业技术学院为例[J].延安职业技术学院学报,2018(5):1-5.
[4]张慧波.宁波职业技术学院:打造区域技术技能人才培养高地[EB/OL].[2018-12-07].https://www.tech.net.cn/web/articleview.aspx?id=20170103093910250&cata_id=N451.
[5]曾东升.优质高职院校建设的政策实践比较研究[J].职教论坛,2018(1):20-24.
[6]Smith E M.Disciplines of organizational learning:Contributions and critiques[J].Human Relations,1997(9):1085-1113.
[7]Argyris C,Schon DA.Organizational Learning:A Theory of Action Perspective[J].Reis,1997(77):345-348.
[8]Fiol CM,Lyles MA.Organizational Learning[J].Academy of Management Review,1985(4):803-813.
[9][美]克里斯·阿吉里斯,唐纳德·舍恩.组织学习:理论、方法与实践Ⅱ[M].北京:中国人民大学出版社,2011:19-20.
[10]Crossan MM,Lane HW,White RE.An Organizational Learning Framework:From Intuition to Institution[J].Academy of Management Review,1999(3):522-537.
[11]Ziefuss H,Arbeitslehre,Eine Bildungsidee im Wandel[M].Seelze-Velber:Kallmeyer,1996:36.
[12][16]谢洪明,韩子天.组织学习与绩效的关系:创新是中介变量吗?——珠三角地区企业的实证研究及其启示[J].科研管理,2005(5):1-10.
[13]Hao Q A,Kasper H B,Muehlbacher J B.How does organizational structure influence performance through learning and innovation in Austria and China[J].Chinese Management Studies,2012(1):36-52.
[14][19]郭建如,周志光.高职示范校的组织学习、组织防卫与纠错能力——基于高职示范校C校的案例研究[J].高校教育管理,2018(2):55-65.
[15][德]麦诺尔夫·迪克斯.组织学习与知识创新[C].上海:上海人民出版社,2001:13-14.
[17]Levinson NS,Asahi M.Cross-national alliances and interorganizational learning[J].Organizational Dynamics,1995(2):50-63.
[18]杨建锋.组织学习的影响因素整合作用模式研究[A].中国管理现代化研究会.第五届中国管理学年会——组织行为与人力资源管理分会场论文集[C].北京:中国管理现代化研究会,2010:8.
[19]郭建如,周志光.高职示范校的组织学习、组织防卫与纠错能力——基于高职示范校C校的案例研究[J].高校教育管理,2018(2):55-65.
[20]胡伊苹.全球制造网络中基于治理模式的组织学习影响机制研究[D].杭州:浙江大学,2007:44-45.
[21]高山艳.新时代教育督导队伍专业化:诉求、问题与对策[J].当代教育科学,2018(11):74-79.
[22]孙健,王秀丽.组织文化的新向度:学习型文化[J].西北师大学报(社会科学版),2006(3):52-56.
[23][24][美]彼得·圣吉.第五项修炼[M].北京:中信出版社,2010:5-12,233-250.
[25]黄斌.领导力提升:优质高职院校建设的关键[J].职教论坛,2017(13):41-45.
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