项目成员参与计划制定对其经验习得的作用机理研究
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摘要
从知识视角出发剖析经验的内涵,采用多案例研究方法,探索项目成员参与计划制定对其经验习得的内在机理,通过对7个典型案例进行编码分析,构建基于项目计划制定的经验习得模型。研究结果表明,计划制定通过知识框架、行动框架、分析框架3条路径共同作用于经验习得过程,其中编码化输入和过程环境是对作用路径具有推动效果的两个关键要素,整个模型呈现出迭代优化的循环效应。
This study focuses on the role of the project planning process as an important antecedent of experience acquisition.The connotation of experience from the perspective of knowledge is analyzed and the internal mechanism of project members' participation in the project planning process and their experience acquisition by the multi-case method is explored.The results show that the planning process through the knowledge,the action,and the analysis framework together with influence on the experience acquisition.The coded input and the process environment are two key elements that have a promotion effect on the action path.In addition,the two processes indicate an iteratively optimized cyclic effect.
This study focuses on the role of the project planning process as an important antecedent of experience acquisition.The connotation of experience from the perspective of knowledge is analyzed and the internal mechanism of project members' participation in the project planning process and their experience acquisition by the multi-case method is explored.The results show that the planning process through the knowledge,the action,and the analysis framework together with influence on the experience acquisition.The coded input and the process environment are two key elements that have a promotion effect on the action path.In addition,the two processes indicate an iteratively optimized cyclic effect.
引文
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[2]SCHINDLER M,EPPLER M J.Harvesting Project Knowledge:A Review of Project Learning Methods and Success Factors[J].International Journal of Project Management,2003,21(3):219-228.
[3]朱方伟,刘轩政,孙秀霞.面向项目全生命周期的知识集成研究[J].管理学报,2012,9(12):1 819-1 825.
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[6]CHAN F T S.Application of a Hybrid Case-Based Reasoning Approach in Electroplating Industry[J].Expert Systems with Applications,2005,29(1):121-130.
[7]FOGUEM B K,COUDERT T,BLER C,et al.Knowledge Formalization in Experience Feedback Processes:An Ontology-Based Approach[J].Computers in Industry,2008,59(7):694-710.
[8]LIU L,JIANG Z,SONG B.A Novel Two-Stage Method for Acquiring Engineering-Oriented Empirical Tacit Knowledge[J].International Journal of Production Research,2014,52(20):5 997-6 018.
[9]DEWEY J.Experience and Education[J].The Educational Forum,1986,50(3):241-252.
[10]MCDANIEL M A,SCHMIDT F L,HUNTER J E.Job Experience Correlates of Job Performance.[J].Journal of Applied Psychology,1988,73(2):327-330.
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[13]于淼,朱方伟,王琳卓.项目计划与跨职能知识集成的动态协同机理研究[J].管理学报,2018,15(9):1 295-1 303.
[14]INSTITUTE P.A Guide to the Project Management Body of Knowledge:PMBOK(R)Guide[M].Newtown Square:Project Management Institute,Inc.,2013.
[15]KOLB D A.Experiential Learning:Experience as the Source of Learning and Development[M]. Hemel Hempstead:Prentice-Hall International,1984.
[16]AYAS K. Professional Project Management:A Shift towards Learning and a Knowledge Creating Structure[J].International Journal of Project Management,1996,14(3):131-136.
[17]PEDLER M. Action Learning in Practice[J].Learning Organization,1997,58(4):216-231.
[18]KOLODNER J L,STARR M L,EDELSON D,et al.Implementing What We Know about Learning in a Middle-School Curriculum for Widespread Dissemination:The Project-Based Inquiry Science(PBIS)Story[C]//Proceedings of the 8th International Conference on International Conference for the Learning Sciences.Utrecht:ICLS,2008:274-281.
[19]科兹纳H.项目管理:计划、进度和控制的系统方法[M].杨爱华,王丽珍,石一辰,译.北京:电子工业出版社,2014.
[20]EISENHARDT K M,GRAEBNER M E.Theory Building from Cases:Opportunities and Challenges[J].Academy of Management Journal,2007,50(1):25-32.
[21]EISENHARDT K M.Building Theories from Case Study Research[J].Academy of Management Review,1989,14(4):532-550.
[22]STRAUSS A,CORBIN J.Grounded Theory Methodology:An Overview[M]//DENZIN N K,LINCOLN Y S.Handbook of Qualitative Research.Thousand Oaks:Sage Publications,1994:273-285.
[23]YIN R K.Case Study Research:Design and Methods[M].1st ed.Thousand Oaks:Sage Publications,1984.
[24]HUBERMAN A M,MILES M B.Qualitative Data Analysis:An Expanded Sourcebook[J].Evaluation&Program Planning,1996,19(1):105-138.
[25]PIAGET J.The Moral Judgment of the Child[J].Harcourt Brace,1980,32(2):157-158.
[26]WANG Y,JIANG B.Modular and Integral Knowledge Integration:From the Case of a Chinese IT Enterprise[J].Journal of Information and Knowledge Management,2018,17(1):1850012.
[27]LAVE J.Cognition in Practice:Mind,Mathematics and Culture in Everyday Life[M].New York:Cambridge University Press,1988.
[28]FLAVELL J H.Metacognition and Cognitive Monitoring:A New Area of Cognitive-Developmental Inquiry[J].American Psychologist,1979,34(10):906-911.
[29]陈国权,陈子栋.领导授权行为对员工学习能力影响机制研究[J].科研管理,2017,38(3):114-127.
[30]陈强强,王大明.论知识的存在论化及其问题——以个人知识的视角[J].科学学研究,2017,35(10):1 441-1 446.
[31]李传银,刘奉越,董吉贺.成人学习障碍归因及调控策略研究[J].开放教育研究,2006,12(6):91-94.
[32]NEISSER U.The Multiplicity of Thought[J].British Journal of Psychology,1963,54(1):1-14.
[33]JONASSEN D H.Designing Constructivist Learning Environments[J].Educational Technology Research&Development,1999,47(1):61-79.
[34]DUFFY T M,LOWYCK J,JONASSEN D H.Designing Environments for Constructive Learning[M].Switzerland AG:Springer Publishing Company,Incorporated,2012.
(1)限于篇幅,表2仅展示最具代表性的编码过程,有兴趣的读者可与笔者联系索取完整编码。
(1)限于篇幅,表4仅对比展示与前一位访谈对象有差异的概念和范畴。
[2]SCHINDLER M,EPPLER M J.Harvesting Project Knowledge:A Review of Project Learning Methods and Success Factors[J].International Journal of Project Management,2003,21(3):219-228.
[3]朱方伟,刘轩政,孙秀霞.面向项目全生命周期的知识集成研究[J].管理学报,2012,9(12):1 819-1 825.
[4]KOZAK-HOLLAND M,PROCTER C.Florence Duomo Project(1420~1436):Learning Best Project Management Practice from History[J].International Journal of Project Management,2014,32(2):242-255.
[5]MCCLORY S,READ M,LABIB A.Conceptualising the Lessons-Learned Process in Project Management:Towards a Triple-Loop Learning Framework[J].International Journal of Project Management,2017,35(7):1 322-1 335.
[6]CHAN F T S.Application of a Hybrid Case-Based Reasoning Approach in Electroplating Industry[J].Expert Systems with Applications,2005,29(1):121-130.
[7]FOGUEM B K,COUDERT T,BLER C,et al.Knowledge Formalization in Experience Feedback Processes:An Ontology-Based Approach[J].Computers in Industry,2008,59(7):694-710.
[8]LIU L,JIANG Z,SONG B.A Novel Two-Stage Method for Acquiring Engineering-Oriented Empirical Tacit Knowledge[J].International Journal of Production Research,2014,52(20):5 997-6 018.
[9]DEWEY J.Experience and Education[J].The Educational Forum,1986,50(3):241-252.
[10]MCDANIEL M A,SCHMIDT F L,HUNTER J E.Job Experience Correlates of Job Performance.[J].Journal of Applied Psychology,1988,73(2):327-330.
[11]ALBA J W,MARMORSTEIN H.The Effects of Frequency Knowledge on Consumer Decision Making[J].Journal of Consumer Research,1987,14(1):14-25.
[12]LAUFER A,TUCKER R L,SHAPIRA A,et al.The Multiplicity Concept in Construction Project Planning[J].Construction Management and Economics,1994,12(1):53-65.
[13]于淼,朱方伟,王琳卓.项目计划与跨职能知识集成的动态协同机理研究[J].管理学报,2018,15(9):1 295-1 303.
[14]INSTITUTE P.A Guide to the Project Management Body of Knowledge:PMBOK(R)Guide[M].Newtown Square:Project Management Institute,Inc.,2013.
[15]KOLB D A.Experiential Learning:Experience as the Source of Learning and Development[M]. Hemel Hempstead:Prentice-Hall International,1984.
[16]AYAS K. Professional Project Management:A Shift towards Learning and a Knowledge Creating Structure[J].International Journal of Project Management,1996,14(3):131-136.
[17]PEDLER M. Action Learning in Practice[J].Learning Organization,1997,58(4):216-231.
[18]KOLODNER J L,STARR M L,EDELSON D,et al.Implementing What We Know about Learning in a Middle-School Curriculum for Widespread Dissemination:The Project-Based Inquiry Science(PBIS)Story[C]//Proceedings of the 8th International Conference on International Conference for the Learning Sciences.Utrecht:ICLS,2008:274-281.
[19]科兹纳H.项目管理:计划、进度和控制的系统方法[M].杨爱华,王丽珍,石一辰,译.北京:电子工业出版社,2014.
[20]EISENHARDT K M,GRAEBNER M E.Theory Building from Cases:Opportunities and Challenges[J].Academy of Management Journal,2007,50(1):25-32.
[21]EISENHARDT K M.Building Theories from Case Study Research[J].Academy of Management Review,1989,14(4):532-550.
[22]STRAUSS A,CORBIN J.Grounded Theory Methodology:An Overview[M]//DENZIN N K,LINCOLN Y S.Handbook of Qualitative Research.Thousand Oaks:Sage Publications,1994:273-285.
[23]YIN R K.Case Study Research:Design and Methods[M].1st ed.Thousand Oaks:Sage Publications,1984.
[24]HUBERMAN A M,MILES M B.Qualitative Data Analysis:An Expanded Sourcebook[J].Evaluation&Program Planning,1996,19(1):105-138.
[25]PIAGET J.The Moral Judgment of the Child[J].Harcourt Brace,1980,32(2):157-158.
[26]WANG Y,JIANG B.Modular and Integral Knowledge Integration:From the Case of a Chinese IT Enterprise[J].Journal of Information and Knowledge Management,2018,17(1):1850012.
[27]LAVE J.Cognition in Practice:Mind,Mathematics and Culture in Everyday Life[M].New York:Cambridge University Press,1988.
[28]FLAVELL J H.Metacognition and Cognitive Monitoring:A New Area of Cognitive-Developmental Inquiry[J].American Psychologist,1979,34(10):906-911.
[29]陈国权,陈子栋.领导授权行为对员工学习能力影响机制研究[J].科研管理,2017,38(3):114-127.
[30]陈强强,王大明.论知识的存在论化及其问题——以个人知识的视角[J].科学学研究,2017,35(10):1 441-1 446.
[31]李传银,刘奉越,董吉贺.成人学习障碍归因及调控策略研究[J].开放教育研究,2006,12(6):91-94.
[32]NEISSER U.The Multiplicity of Thought[J].British Journal of Psychology,1963,54(1):1-14.
[33]JONASSEN D H.Designing Constructivist Learning Environments[J].Educational Technology Research&Development,1999,47(1):61-79.
[34]DUFFY T M,LOWYCK J,JONASSEN D H.Designing Environments for Constructive Learning[M].Switzerland AG:Springer Publishing Company,Incorporated,2012.
(1)限于篇幅,表2仅展示最具代表性的编码过程,有兴趣的读者可与笔者联系索取完整编码。
(1)限于篇幅,表4仅对比展示与前一位访谈对象有差异的概念和范畴。