Reflection and Beyond in Research on Organizational Learning
Reflection and Beyond in Research on Organizational Learning
复制标题
组织学习研究的反思与超越
DOI：
10.1177/1350507604048276
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发表时间：
2004
影响因子：
2.4
通讯作者：
C. Argyris
中科院分区：
文献类型：
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作者：
C. Argyris
本期的六篇论文表明，关于组织学习的研究正在迅速扩大。它们还表明，目前正在进行的研究对问题进行了深入研究，而且往往是在通常不被研究的地方进行的。例如，Ferdinand（2004）研究了政治在国家环境中的影响，英国政府试图影响组织学习（OL）。Scarborough等人解释了基于项目的学习的潜力和实现之间的紧张关系。Knight和Pye（2004）认为，网络学习的概念使人们能够更丰富地理解网络在较长一段时间内的发展。Naot等人（2004）提供了一项有趣的研究，通过检查组织中的不良和良好学习来识别学习质量。最后，Elkjaer（2004）将两种学习观点（个人的技能和知识获取，以及实践社区中的学习系统）整合到第三种观点中，这是一种将直觉和情感放在首位的方法。我特别高兴地看到，这些研究都是以理论视角为指导来设计和进行实证研究的。组织中的学习是活跃的。在这些研究的基础上，我预计将继续取得进展。如果是这样，未来的研究议程中可能会增加什么？如果仔细研究，就会发现一个前提，即有效的学习是个人、团体、团体间和组织采取有效行动的重要原因。学者们建议组织中的实践者更多地反思他们的行为和政策对产生持久学习的影响。有一种建议是，无论分析的层次如何，学习都应该集中在因果责任上。简单地说，这样的反思有助于鼓励从业者监督他们的要求和实践，以确保他们不会越来越多地欺骗自己和他人。我想建议，同样的前提应该适用于研究和批评我们自己的行动和政策，我们用来设计和实施研究。我们可能会发现，一些前提和基本规则在正确实施时包含着矛盾，这些矛盾限制了有效知识的产生，而我们都认为有效知识是我们理论化和推理的最终目的
The six papers in this issue show that research on learning in organizations is expanding rapidly. They also show that there is research currently being conducted that goes into depth on issues and often in locations that are not typically studied. For example, Ferdinand (2004) studies the impact of politics in state settings with attempts by the UK government to influence organizational learning (OL). Scarborough et al. explain the tensions between the potential and realization of project-based learning. Knight and Pye (2004) argue that the notion of network learning enables a richer understanding of developments in networks over an extended period of time. Naot et al. (2004) provide an interesting study of discerning the quality of learning by examining poor and good learning in organizations. Finally, Elkjaer (2004) integrates two views of learning (individuals’ skills and knowledge acquisition, and systems of learning in communities of practice) into a third view into an approach that brings intuition and emotion to the fore. I was especially pleased to see that these studies were guided by theoretical perspectives to design and conduct the empirical studies. Learning in organizations is alive and well. On the basis of these studies I expect progress will continue. If so, what might be added to the agenda for future research? If one examines the research there is a premise that effective learning is an important cause of effective action by individuals, groups, intergroups and organizations. Scholars recommend that practitioners in organizations become more reflective about the impact of their actions and policies on producing learning that perseveres. There is a recommendation that learning should focus on causal responsibility at whatever the level of analysis. Put simply such reflections are helping to encourage practitioners to monitor their claims and practices to ensure that they are not increasingly kidding themselves and others. I should like to suggest that the same premise should apply in studying and critiquing our own actions and policies that we use to design and implement research. We may find that some of the premises and fundamental rules when implemented correctly contain contradictions that limit the production of valid knowledge that we all believe is the ultimate purpose of our theorizing and