如何领导组织学习：变革型领导与组织学习的关系  

How to Lead Organizational Learning:Relationship between Transformational Leadership and Organizational Learning

作　　者：于海波[1] 郑晓明[2] 方俐洛[3] 凌文辁[4] 刘春萍[5] 

机构地区：[1]北京师范大学管理学院,北京100875 [2]清华大学经济管理学院,北京100084 [3]中国科学院心理研究所,北京100101 [4]暨南大学管理学院,广州510632 [5]北京大学心理系,北京100871

出　　处：《科学学与科学技术管理》2008年第3期183-188,共6页Science of Science and Management of S.& T.

基　　金：国家自然科学基金项目(70572010);北京师范大学社会科学基金项目(104952);中国科学院知识创新项目

摘　　要：通过问卷调查方法获得10家企业276份有效问卷。结构方程建模结果显示,愿景领导行为对组织层学习、组织间学习、利用式学习有显著的推动作用,激励性沟通的领导行为对组织学习的六个维度都有显著的推动作用,但智力激发的领导行为对团体学习和利用式学习具有显著的阻碍作用,支持性领导的领导行为对团体学习、组织间学习和开发式学习具有显著的推动作用,个人认可的领导行为对团体学习和开发式学习具有显著的推动作用。In order to understand the relationship between transformational leadership and organizational learning, and direct the leaders of Chinese enterprises to lead organizational learning, two hundred and seventy six surveys from ten Chinese enterprises were collected by surveying. The results of SEM （structure equalibn model） showed that vision was positively correlated with organizatiorlal level learning, inter-organizational learning and exploitation learning, and inspirational commttnication was positively correlated with six factors of organizational learning; and intehectual stimulation was negatively correlated with collective level learning and exploitation learning; and supportive leadership was positively correlated with collective level learning, inter-organizational learning and exploration learning; and at last, peisonal recognition was positively correlated with collective level learning and exploration learng. These results have some implications for the organizational learning theory and management practice.

关 键 词：组织学习 变革型领导 智力激发 

分 类 号：C933.4[经济管理—管理学]