组织学习、组织变革及技术创新绩效关系研究
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摘要
知识经济时代的来临和竞争的日趋激烈,使得企业越来越重视学习和创新。本文通过对高科技创业企业组织学习、组织变革及技术创新绩效间关系进行研究,帮助企业正确认识组织学习与组织变革对创新的重要性,从而进行有效的组织学习,促进组织变革的顺利完成和技术创新绩效的提高。
本文首先对组织学习、组织变革、技术创新绩效以及它们间关系的相关文献进行了研究。在大量国内外相关文献的基础上,对它们之间的关系进行了整理,找出现有文献的局限性与不一致性,并提出自己的假设。之后,本文针对所提的假设,以调查问卷的形式,对广东、广西、湖南等地的高科技创业企业管理者发放,并以SPSS16.0和Amos7.0软件作为分析工具,对203份有效问卷进行数据分析,得出了如下结论:
组织学习的三个维度中,学习承诺与开放心智对技术创新绩效有着直接的正向影响,它们也可以通过文化变革的中介作用,对技术创新绩效产生正向影响。开放心智对组织变革的四个维度:结构变革、技术变革、文化变革与人员变革均产生正向影响。组织变革的四个维度中,只有技术变革及文化变革对技术创新绩效产生正向影响。另外,本文还发现学习承诺正向作用于开放心智和共同愿景。
最后,根据以上结论,本文进一步提出促进高科技创业企业技术创新绩效的相关建议以及对未来研究的展望。
Because of the coming of knowledge-based economy and fierce competitions, manycompanies increasingly focus on learning and innovation. In this paper, the relationshipsbetween organizational learning, organizational change and performance of technologicalinnovation in high-tech new business are studied to help enterprises understand theimportance of organizational learning and organizational change for innovation correctly,in order to learn effectively, and promote the success of organizational change and improveperformance of technological innovation .
In this paper, literatures of organizational learning, organizational change,performance of technological innovation, as well as the relationship between them arestudied first. On the base of many domestic and foreign relative literatures, therelationships between them were analyzed and the limitations and inconsistencies inexisting literatures were found, and then own assumptions of this paper were made. Afterthis, the questionnaires aimed at the assumptions were issued to managers of high-technew business form Guangdong, Guangxi and Hunan, and then the data of 203 validquestionnaires were analyze by SPSS16.0 and Amos7.0 software. And the conclusionsfollowed were found:
Among the three dimensions of organizational learning, learning commitment andopen mind have direct positive effects on performance of technological innovation. Theycan also take positive effects in performance of technological innovation by theintermediary role of cultural change. Open Mind have produced positive effects on fourdimensions of organizational change: structural change, technological change, culturalchange and personnel changes. Only technological change and cultural change takepositive effects in performance of technological innovation among the four dimensionsof organizational change. In addition, learning commitment taking positive effects inopen mind and common vision were also found.
Finally, according to above conclusions, relevant advices for high-tech new businessto promote performance of technological innovation were provided, as well as prospectsfor future research.
本文首先对组织学习、组织变革、技术创新绩效以及它们间关系的相关文献进行了研究。在大量国内外相关文献的基础上,对它们之间的关系进行了整理,找出现有文献的局限性与不一致性,并提出自己的假设。之后,本文针对所提的假设,以调查问卷的形式,对广东、广西、湖南等地的高科技创业企业管理者发放,并以SPSS16.0和Amos7.0软件作为分析工具,对203份有效问卷进行数据分析,得出了如下结论:
组织学习的三个维度中,学习承诺与开放心智对技术创新绩效有着直接的正向影响,它们也可以通过文化变革的中介作用,对技术创新绩效产生正向影响。开放心智对组织变革的四个维度:结构变革、技术变革、文化变革与人员变革均产生正向影响。组织变革的四个维度中,只有技术变革及文化变革对技术创新绩效产生正向影响。另外,本文还发现学习承诺正向作用于开放心智和共同愿景。
最后,根据以上结论,本文进一步提出促进高科技创业企业技术创新绩效的相关建议以及对未来研究的展望。
Because of the coming of knowledge-based economy and fierce competitions, manycompanies increasingly focus on learning and innovation. In this paper, the relationshipsbetween organizational learning, organizational change and performance of technologicalinnovation in high-tech new business are studied to help enterprises understand theimportance of organizational learning and organizational change for innovation correctly,in order to learn effectively, and promote the success of organizational change and improveperformance of technological innovation .
In this paper, literatures of organizational learning, organizational change,performance of technological innovation, as well as the relationship between them arestudied first. On the base of many domestic and foreign relative literatures, therelationships between them were analyzed and the limitations and inconsistencies inexisting literatures were found, and then own assumptions of this paper were made. Afterthis, the questionnaires aimed at the assumptions were issued to managers of high-technew business form Guangdong, Guangxi and Hunan, and then the data of 203 validquestionnaires were analyze by SPSS16.0 and Amos7.0 software. And the conclusionsfollowed were found:
Among the three dimensions of organizational learning, learning commitment andopen mind have direct positive effects on performance of technological innovation. Theycan also take positive effects in performance of technological innovation by theintermediary role of cultural change. Open Mind have produced positive effects on fourdimensions of organizational change: structural change, technological change, culturalchange and personnel changes. Only technological change and cultural change takepositive effects in performance of technological innovation among the four dimensionsof organizational change. In addition, learning commitment taking positive effects inopen mind and common vision were also found.
Finally, according to above conclusions, relevant advices for high-tech new businessto promote performance of technological innovation were provided, as well as prospectsfor future research.
引文
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[5] Huber，G P . Organizational Learning: The Contributing Processes and theLiteratures. Organization Science，Vol.2，p88-115
[6] Kim, D.H. The link between individual and organizational learning .SloanManagement Review，1993，Fall.
[7] Garvin，David A . Building a Learning Organization .HBR，1993，July-August，p8-91.
[8] Nevis E C，Gould J M . Understanding Organization as Learning Systems .1997.
[9] Edmondson，A.，Moingeon，B. From Organizational Learning to the LearningOrganization [J] .Journal of Management Learning，1998，29，( 1) : 5- 20.
[10] Rosengarten P G. The characteristics，outcomes and sources of the learningorganization: the case of car component suppliers in Britain.http://ourworld.compuserve.com/homepages/PRosengarten/LO.htm
[11] Nonaka，Ikujiro and Takeuchi，Hirotaka. The Knowledge-Creating Company[M].New York: Oxford University Press，1995.
[12] Crossman，Henry W. Lane. An Organizational Learning Framework: FromIntuition to Institution [J] .Academy of Management Review，1999，24(3) : 522 - 537.
[13] Senge P M. The Fifth Discipline: The Art and Practice of the LearningOrganization，Doubleday Currency[M]. New York，I 990
[14]陈国权，马萌.组织学习过程模型研究[J].管理科学学报，2000，3: 15-23
[15] Hult，G. T. M., David, J. Organizational learning as a strategic resource in supplymanagement [J] .Journal of Operations Management，2003 (21): 541- 556.
[16] Baker，William E，James M. Sinkula. The Synergistic Effort of MarketOrientation and Learning Orientation on Organizational Performance[J] .1999.
[17]吴开亚.企业学习能力模糊评价方法研究[J].预测，2002，(02).
[18]陈国权，郑红平.组织学习影响因素、学习能力与绩效关系的实证研究[J].管理科学学报，2005，(01).
[19]罗慧，万迪昉，赵海峰.网络环境下组织学习测度的实证研究[J].系统工程理论与实践，2004 (7).
[20]吴价宝.组织学习能力测度[J].中国管理科学，2003 (4).
[21]哈默.改革公司——企业革命的宣言书[M].上海译文出版社，1998.
[22] Michael，J. Z .Information systems，strategic flexibility and firm performance：An Empirical investigation [J].Eng. Technol. Manage，2005 (22):163-184.
[23]吴秉恩.组织行为学[M].台北:华泰出版社，1993.
[24] Homa，P. Business process re-engineering: theory- and evidence-based Practice[J]. Business Process Management Journal，1995，1( 3)，10-30.
[25] Lewin. Field Theory in Social Science [M] .New York: Harper& Row,1951.Approaches [J] .New Perspective in Organization Research .Chicago: Rand McNally，1964.
[26] Leavitt H .J. Applied organization change in industry: structure, technical andhuman，1988.
[27] Lawrence，P. R. Organization and Environment: Managing Differentiation andIntegration [M].Boston: Harvard Business School Press，1954.
[28] Robbins，S. P. Organizational Behavior. 7th edition，New Jersey: Prentice-Hal，1993.
[29] Reitz，H.J. Behavior in organizations. Homewood，IL Irwin，1977.
[30]熊彼特.经济发展理论[M].北京:商务印书馆，1990.
[31]郭艳.企业文化与技术创新的关系及匹配研究[D].福州大学，硕士论文，2006
[32] Daft. R. L. Organizational information requirements，media richness andstructural design[J]. Management Science，1986，32，554-571.
[33] Betz F. Strategic Technology Management [M] .New York: McGraw Hill，1994.
[34]林汉川.中国中小企业发展机制研究[M].北京:商务印书馆，203.
[35]高建，汪剑飞，魏平.企业技术创新绩效指标：现状、问题和新概念模型[J].科研管理，2004，（S1）.
[36] Solow. R Technical Chang and the Aggregate Production Function [J]. Reviewof Economics and Statistics，1957，139(9).
[37]胡树华.国内外产品创新管理研究综述[J].中国管理科学，1999，7 (3)：6576.
[38] R.G. Cooper and E.J. Kleinschmidt，Performance Typologies of New ProductProducts [J]. Industrial Marketing Management，l995(24).
[39] Redmond. W. H. An Ecological Perspective on New Product Failure：ThEffects of Competitive Over crowding [J]. Prod. Innv. Manage，Dec 1995(3).
[40]孟雷.基于愿景的技术创新战略活动研究[D].华中科技大学，博士论文，2004.
[41]傅家骥.技术创新学[M].北京:清华大学出版社，1998.
[42]马宁，官建成.影响我国工业企业技术创新绩效的关键因素[J].科学学与科学技术管理，2000，21 (3).
[43]官建成，史小敏.技术创新能力和创新绩效的关系研究[J].中国机械工程，2004，15 (11): 1000.
[44]陈劲，陈钰芬.企业技术创新绩效评价指标体系研究[J].科学学与科学技术管理，2006 (3): 86.91.
[45]陈少兵，蔡希贤，陈欣荣.对我国技术创新成败因素的分析[J].科学管理研究，1995 (4): 3335.
[46]马杨，宋大文，凡雨.影响技术创新项目成败的因素及其选择评价[J].科技管理研究，1999 (5)1-5.
[47]蒂蒙斯.战略与商业机会.北京，华夏出版社，2002: 125.
[48]林进荣.组织学习与组织变革之关系研究[D].高雄师范大学，硕士论文，2005.
[49] Senge，P.，Fulmer，R . Simulations，systems thinking and anticipatory learning.The Journal of Management Development.1993，Vol.12.6.
[50] Lynn Gary S.，Morone Joseph G.，Paulson Albert S．Marketing anddiscontinuous innovation：The probe and learn process California Management Review，1996, (3):8．
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