家长式领导对利用式与开发式学习的平衡作用  

How to Manage the Balance in Organizational Learning: Relationship Between Paternalistic Leadership and Balance of Exploitation and Exploration Learning

作　　者：于海波[1] 郑晓明[2] 李永瑞[1] 

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

出　　处：《科学学与科学技术管理》2012年第10期163-169,共7页Science of Science and Management of S.& T.

基　　金：国家自然科学基金项目"大学生毕业前后生涯适应的Agent模拟;追踪和干预研究"(71171020);教育部人文社会科学研究项目"经济衰退背景下多层次的企业员工可就业性的追踪研究"(09YJC630012);全国教育科学"十一五"规划项目"大学生可就业性的结构;发展;对求职行为的影响及干预策略"(EIA080280)

摘　　要：在创建学习型组织和提升组织学习能力的战略管理过程中,领导者如何平衡开发式学习和利用式学习是其中的关键所在。通过问卷调查法获得711份有效问卷,层次回归分析结果显示,家长式领导的仁慈领导、德行领导、威权领导三个维度对开发式和利用式学习的总量(交互式平衡)都有显著的提升作用;德行领导有利于利用式学习与开发式学习二者拉开差距(比较式平衡),仁慈领导则有利于缩小利用式学习与开发式学习二者之间的差距,而家长式领导的三个维度在开发式学习和利用式学习的平衡上没有显著的交互作用。In order to understand the balance between exploitation learning and exploration learning of Chinese en- terprises, seven hundred and eleven questionnaires from Chinese enterprises were collected by surveying. The re- sults of HRA （hierarchical regression analysis） showed that the three dimensions of paternalistic leadership had sig- nificantly positive effectiveness on balance of ＇moderating fit＇ between exploitation and exploration learning. Mor- al leadership had significantly positive effectiveness on the balance of ＇matching fit＇ between exploitation and ex- ploration learning; however, benevolence leadership had significantly negative effectiveness on the balance of ＇matching fit＇ between exploitation and exploration learning. And there were no significant effectiveness of pater- nalistic leadership on the balance of exploitation and exploration learning

关 键 词：开发式学习 利用式学习 平衡 家长式领导 

分 类 号：F272.91[经济管理—企业管理]