大学学习型组织发展与大学领导行为之关系研究
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摘要
学习型组织是指组织能够对于组织内外环境的变化所带来的挑战和机遇有所认识,通过对组织内外新的知识有意识的不断学习,将成果在组织内部交流转化,并创造出新知识,从而改善和强化组织自身的学习和竞争能力,组织其成员通过学习工作的相互融合,形成终身学习的观念和共同发展的愿景,在个人自我超越的同时,实现组织的创新发展。而大学作为以学习为主要活动,以创新与传授知识,培养全面发展的人才为主要目的组织,似乎与生俱来就是个学习型组织,大学理念与学习型组织理念的契合,现代大学组织特性与学习型组织特性的趋同正是说明了大学组织本应就是个学习型的组织。但是近年来随着社会政治、经济、科技飞速发展,高等教育环境不断变化,许多大学的管理并没有发生与时俱进的变革,从而有不少大学被认为依旧是守旧的、落后的、很少变化的,大学仍被认为是十分传统组织,而非真正意义上的学习型组织。在这种传统的组织模式中,大学缺乏不断学习进取的强烈愿望和动力,学生也因为不能学习到足够的知识,缺乏创新精神而难以找到理想的工作,同时也阻碍了大学组织自身的发展。因此大学组织需要不断进行有意义的变革,才能在不断发展变化的环境中得以生存和发展,而大学学习型组织的发展恰恰是符合当代大学变革的逻辑。这正是越来越多的学者开始关注大学学习型组织发展的主要原因。
尽管影响大学学习型组织发展的因素很多,但是正如欧白恩在《第五项修炼》所提到的那样,“我在美国各地与许多人谈论学习型组织和心灵的转变,反应都是非常正面的。如果这种类型的组织是广受喜爱的,为什么大家没有大量的创造出这种组织。我想这是领导的问题。领导者并没有真正了解,建立这种组织需要何种承诺。”在大学学习型组织的发展过程中,领导者的行为会对其产生重要的影响。许多学者也就这个问题进行过探讨,但是大部门仍是理论上的想当然的论述,对于大学领导者的行为方式是否会影响大学学习型组织发展,其影响机制如何的实证研究却比较少。本研究则是在对已有文献进行梳理分析的基础上,提出理论研究模型,建立研究工具,通过对江西省二十所普通本科院校进行问卷调查,然后运用统计分析软件对收集的数据进行分析处理,对大学学习型组织发展和大学领导行为之间的关系进行实证研究,探寻大学领导行为对大学学习型组织发展的影响机制,为大学学习型组织发展实践提供具有操作意义的建议。
本研究在深入分析前人研究的基础上,首先提出了适合我国国情的大学学习型组织发展理论模型和领导者多重领导风格理论模型,通过对1000名大学成员的问卷调查,经过项目分析、探索性因素分析、验证性因素分析、信度分析后,显示两个模型都具有较高的质量,可以进行后续的研究。其次,研究了大学学习型组织发展与大学领导行为之间的关系,样本数据的分析结果显示,大学学习型组织与变革型领导之间存在显著的正向关系,领导者的变革型领导行为更容易激发学习型组织的发展,而交易型领导与大学学习型组织发展之间不存在显著的相关性,鉴于此,本研究认为在大学学习型组织中,领导者需要更多的使用魅力影响、智力激发、动机鼓舞、个性关怀的变革型领导,尤其是具有主动管理的动机鼓舞等领导方式。同时通过重复测量的方差分析发现,在大学组织中层级越高的领导者越愿意使用变革型的领导方式,而层级较低的领导者更多使用的是交易型的领导方式,因此,本研究认为需要引导层级较低的领导者运用变革型的领导方式。最后,为了探寻领导者人口统计变量对大学学习型组织发展与大学领导行为之间关系的影响,本研究设定了性别、学科背景、学历层次、担任职务、任职时间作为调节变量进行了检验。结果显示,性别、学科背景、学历层次、任职时间等变量的调节作用比较显著。说明大学领导者进行领导时,不仅需要根据大学学习型组织的发展情境和领导对象选择不同的领导方式,还需要关注自身人口统计学方面的特征,以便更好地促进大学学习型组织的发展。
Learning organization means:organization can recognize the challenges and chances bring from internal and external environmental change, continue learning new knowledge consciously, then make the knowledge share and exchange in the organization, enhance the organization's ability to learn and compete, and members of the organization set up the belief of life-long study and common development vision, realize members'self-transcendence and the organization's innovation and development by the members working and learning harmoniously. University, a organization which is with learning as main evens, with innovating, imparting knowledge and cultivating full development students as the main aim, seems as a learning organization natively. Agreement of ideas between the university and learning organization, convergence of organization's characteristic between them proves it. However With the fast development of modem society, science and technology, economy, and continual changing of environment of high education, many universities did not transform in time, which leads to the university be treated as a traditional organization that not real learning organization. In the traditional model universities, the organization lack the motivation to life-long learning, students can not obtain a ideal job for not learning enough knowledge, lacking innovative spirit,(Sima,2000), eventually lead to influencing development of the university. Therefore, only trying significant transformations continuously, universities can survive and develop in the uninterrupted metabolic environment,and learning organization development model meet transformational logic of university precisely. It is the main reason why more and more scholars pay attention to the learning organization development of the universities.
Although there are many factors affect learning organization development of the universities, O'Brien said in "The Fifth discipline:The art and practice of the learning organization":I talked about learning organization and change of heart and soul with many people all over the United States, the attitude were all positive. If this kind of organization is popular, why we did not create amount of organizations. I think the reason of it is leadership.Leaders did not quite understand building the organization need what kind of promise. It shows leadership can influence learning organization development of the universities. Some scholars have researched this problem, but most of them elaborated theoretically and took for granted. The empirical research about weather the leadership influences learning organization development of universities and what is the influence mechanism is few. This study was based on reviewing the relative literatures home and abroad, suggested a theoretical research model, set up research tools, questionnaire surveys were undertaken on the twenty universities in the Jiangxi province, then analyze and treat with collected data with Statistics analysis software. Explored the mechanism of leadership influences learning organization in the universities by empirical research, brought up some operational suggestions on learning organization development of university.
Based on previous studies, this paper first put forward learning organization of universities questionnaire and multiples leadership questionnaire suited to the situation of China, then undertook questionnaire surveys on the 1,000 faculties.The result of the item analyses,exploratory factor analyses, confirmatory factor analyses and reliability analyses show the LOUQ and MLQ in Chinese are satisfactory,they can be used in future study. Secondly, analyze the relationship of learning organization development and leadership of universities, the result shows learning organization development and transformational leadership has significant positive correlation, transformational leadership is easier than transactional leadership to promote learning organization development. However learning organization development and transactional leadership has not significant positive correlation. In this situation, this paper argued leader should use more transformational leadership, for example, charms influence, intelligence develop, motivation inspirit, personal concern, especially initiative administration 'motivation inspirit'.And the result of Repetitive measure analysis of variance (ANOVA).The high rank the leader, the more transformational leadership, but the lower rank prefers using transactional leadership. So this study suggested that should guide the low rank to use more transformational leadership. Thirdly, in order to try to find the existence probabilities of the demographic variables as moderating variables, this study tested five demographic variables, such as leader's sex, disciplines background, academic title,position, tenure. The result shows the moderating effect of the sex, the variable of disciplines background variable, academic title variable, tenure variable were significant. The conclusions make clear that for promoting learning organization of universities, the leaders in the learning universities should not only pay attention to the development of learning organization, circumstances, the led and style of leadership, but also notice leaders'demographic characteristics.
尽管影响大学学习型组织发展的因素很多,但是正如欧白恩在《第五项修炼》所提到的那样,“我在美国各地与许多人谈论学习型组织和心灵的转变,反应都是非常正面的。如果这种类型的组织是广受喜爱的,为什么大家没有大量的创造出这种组织。我想这是领导的问题。领导者并没有真正了解,建立这种组织需要何种承诺。”在大学学习型组织的发展过程中,领导者的行为会对其产生重要的影响。许多学者也就这个问题进行过探讨,但是大部门仍是理论上的想当然的论述,对于大学领导者的行为方式是否会影响大学学习型组织发展,其影响机制如何的实证研究却比较少。本研究则是在对已有文献进行梳理分析的基础上,提出理论研究模型,建立研究工具,通过对江西省二十所普通本科院校进行问卷调查,然后运用统计分析软件对收集的数据进行分析处理,对大学学习型组织发展和大学领导行为之间的关系进行实证研究,探寻大学领导行为对大学学习型组织发展的影响机制,为大学学习型组织发展实践提供具有操作意义的建议。
本研究在深入分析前人研究的基础上,首先提出了适合我国国情的大学学习型组织发展理论模型和领导者多重领导风格理论模型,通过对1000名大学成员的问卷调查,经过项目分析、探索性因素分析、验证性因素分析、信度分析后,显示两个模型都具有较高的质量,可以进行后续的研究。其次,研究了大学学习型组织发展与大学领导行为之间的关系,样本数据的分析结果显示,大学学习型组织与变革型领导之间存在显著的正向关系,领导者的变革型领导行为更容易激发学习型组织的发展,而交易型领导与大学学习型组织发展之间不存在显著的相关性,鉴于此,本研究认为在大学学习型组织中,领导者需要更多的使用魅力影响、智力激发、动机鼓舞、个性关怀的变革型领导,尤其是具有主动管理的动机鼓舞等领导方式。同时通过重复测量的方差分析发现,在大学组织中层级越高的领导者越愿意使用变革型的领导方式,而层级较低的领导者更多使用的是交易型的领导方式,因此,本研究认为需要引导层级较低的领导者运用变革型的领导方式。最后,为了探寻领导者人口统计变量对大学学习型组织发展与大学领导行为之间关系的影响,本研究设定了性别、学科背景、学历层次、担任职务、任职时间作为调节变量进行了检验。结果显示,性别、学科背景、学历层次、任职时间等变量的调节作用比较显著。说明大学领导者进行领导时,不仅需要根据大学学习型组织的发展情境和领导对象选择不同的领导方式,还需要关注自身人口统计学方面的特征,以便更好地促进大学学习型组织的发展。
Learning organization means:organization can recognize the challenges and chances bring from internal and external environmental change, continue learning new knowledge consciously, then make the knowledge share and exchange in the organization, enhance the organization's ability to learn and compete, and members of the organization set up the belief of life-long study and common development vision, realize members'self-transcendence and the organization's innovation and development by the members working and learning harmoniously. University, a organization which is with learning as main evens, with innovating, imparting knowledge and cultivating full development students as the main aim, seems as a learning organization natively. Agreement of ideas between the university and learning organization, convergence of organization's characteristic between them proves it. However With the fast development of modem society, science and technology, economy, and continual changing of environment of high education, many universities did not transform in time, which leads to the university be treated as a traditional organization that not real learning organization. In the traditional model universities, the organization lack the motivation to life-long learning, students can not obtain a ideal job for not learning enough knowledge, lacking innovative spirit,(Sima,2000), eventually lead to influencing development of the university. Therefore, only trying significant transformations continuously, universities can survive and develop in the uninterrupted metabolic environment,and learning organization development model meet transformational logic of university precisely. It is the main reason why more and more scholars pay attention to the learning organization development of the universities.
Although there are many factors affect learning organization development of the universities, O'Brien said in "The Fifth discipline:The art and practice of the learning organization":I talked about learning organization and change of heart and soul with many people all over the United States, the attitude were all positive. If this kind of organization is popular, why we did not create amount of organizations. I think the reason of it is leadership.Leaders did not quite understand building the organization need what kind of promise. It shows leadership can influence learning organization development of the universities. Some scholars have researched this problem, but most of them elaborated theoretically and took for granted. The empirical research about weather the leadership influences learning organization development of universities and what is the influence mechanism is few. This study was based on reviewing the relative literatures home and abroad, suggested a theoretical research model, set up research tools, questionnaire surveys were undertaken on the twenty universities in the Jiangxi province, then analyze and treat with collected data with Statistics analysis software. Explored the mechanism of leadership influences learning organization in the universities by empirical research, brought up some operational suggestions on learning organization development of university.
Based on previous studies, this paper first put forward learning organization of universities questionnaire and multiples leadership questionnaire suited to the situation of China, then undertook questionnaire surveys on the 1,000 faculties.The result of the item analyses,exploratory factor analyses, confirmatory factor analyses and reliability analyses show the LOUQ and MLQ in Chinese are satisfactory,they can be used in future study. Secondly, analyze the relationship of learning organization development and leadership of universities, the result shows learning organization development and transformational leadership has significant positive correlation, transformational leadership is easier than transactional leadership to promote learning organization development. However learning organization development and transactional leadership has not significant positive correlation. In this situation, this paper argued leader should use more transformational leadership, for example, charms influence, intelligence develop, motivation inspirit, personal concern, especially initiative administration 'motivation inspirit'.And the result of Repetitive measure analysis of variance (ANOVA).The high rank the leader, the more transformational leadership, but the lower rank prefers using transactional leadership. So this study suggested that should guide the low rank to use more transformational leadership. Thirdly, in order to try to find the existence probabilities of the demographic variables as moderating variables, this study tested five demographic variables, such as leader's sex, disciplines background, academic title,position, tenure. The result shows the moderating effect of the sex, the variable of disciplines background variable, academic title variable, tenure variable were significant. The conclusions make clear that for promoting learning organization of universities, the leaders in the learning universities should not only pay attention to the development of learning organization, circumstances, the led and style of leadership, but also notice leaders'demographic characteristics.
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