团队领导学习策略对组织学习影响的仿真研究

组织学习领域的已有研究主要探讨了团队领导如何在组织学习过程中发挥重要的支持性作用,但却忽视了团队领导个人学习对组织学习的直接影响.以此不足为切入点,提出团队领导应根据外部环境特征采取不同的学习策略来与其他成员开展双向学习互动.一系列基于agent的计算机仿真实验结果表明:当外部环境平稳时,团队领导应采取平衡型的个人学习策略,既要通过自身学习促进组织知识的积累,同时又要激发下属主动寻找答案解决问题,避免下属对团队领导的个人知识产生依赖;当外部环境持续变化时,团队领导应采取减弱与团队工作任务相关的个人学习的策略,促进差异化知识在组织内部存留与传播,进而衍生出能够适应新环境的全新解决方案,提高组织整体适应变化环境的能力.

A simulation study of the effect of team leader learning strategy on organizational learning

Previous studies in organizational learning fields have mainly discussed the supportive role of team leader on the process of organizational learning, but neglected the direct effects of team leader's personal learning on organizational learning. Based on this gap, a proposition has been put forward that team leader should take specific learning strategies to carry out two-way learning interactions according to the features of external environment. Results from a series of agent-based simulation experiments show that when external environment remains stable, team leader should take balance-based learning strategy in which he or she should not only improve the accumulation of organizational knowledge though personal learning behavior, but also motivate subordinates to figure out solutions actively in order to avoid the dependence on team leader's personal knowledge; when environment remains turbulent, team leader should take personal learning strategies irrelevant to the work tasks in team to enhance the organizational adaptability to changes in external environment through facilitating the acquisition and diffusion of differentiated knowledge in organization and consequently bringing up brand new solutions.