社会与工程心理学研究室知识库

        本研究通过实证研究来探讨组织学习及其作用机制。本研究采用文献分析与综合、访谈、问卷调查等研究方法，主要包括四部分:组织学习的结构与测量、组织内人际信任对组织学习的影响、组织学习在个体层面的作用机制、组织学习在集体层面作用机制。本研究调查了全国9个城市、不同类型的43家企业，收回包括管理者和其他员工在内的982份有效问卷，采用探索性因素分析、验证性因素分析、多层线性模型分析、层次回归分析等多种统计分析技术，得出如下结果:
       第一，我国企业组织学习是一个6因素结构:组织间学习、前馈学习、反馈学习、组织层学习、集体学习、个体学习;组织学习问卷的信效度达到了心理测量学上的要求。
       第二，组织内人际信任气氛对组织学习中的个体学习、集体学习和组织层学习三个维度具有显著的正向作用。
        第三，在个体层面的作用机制:
在员工满意度方面。集体学习、组织层学习、组织间学习、前馈学习经过个体学习的完全中介作用来影响员工满意度;
        在情感承诺方面。组织层学习经过个体学习的完全中介作用影响情感承诺;而在组织间学习、反馈学习、前馈学习与情感承诺之间，个体学习起部分中介变量的作用，即组织间学习、反馈学习和前馈学习一方面可以直接影响职工的情感承诺，另一方面经过个体学习的中介作用来影响职工的情感承诺。
        在离职意向方面。个体学习对离职意向显著的负向预测效果。
        在任务绩效方面。组织学习各维度对个体任务绩效都没有显著影响。
        在调节作用方面。在组织层学习高的企业里面，员工满意度、情感承诺与离职意向之间的负向关系比组织层学习低的企业里面强;在反馈学习低的企业里面，员工满意度、情感承诺与离职意向之间的负向关系比反馈学习高的企业里面强。
        第四，在集体层面的作用机制:
        组织层学习与反馈学习是企业平均员工满意度、企业平均情感承诺与组织创新能力之间的完全中介变量;组织间学习是企业平均员工满意与组织财务绩效之间的完全中介变量。

    The aim of this thesis is to explore organizational learning and its mechanism by empirical research. Literature review and syntheses, interview, survey were used in this research. It concluded four main parts: the structure and measurement of organizational learning, the effectiveness of organizational trust on organizational learning, the individual level mechanism of organizational learning, the collective level  mechanism  of organizational  learning. The research received  982 valid responses nested in more than 43 different kinds of Chinese companies which were from 9 cities, different industries allover the country, and EFA (exploratory factor analysis), CFA (confirmatory factor analysis), HLM(Hierarchical Linear Model), HRA(Hierarchical Regression Analysis)and other statistics methods were used. The main findings are as the following:
    First, organizational learning consisted of six factors which  include interorganizational learning, feedforward learning, feedback learning, organizational level learning, collective learning, and individual learning. The reliability and validity of Organizational Learning Questionnaire (OLQ) were highly enough.
    Second, organizational trust atmosphere had significantly positive effectiveness on individual learning, collective learning and organizational level learning.
Third, in individual level, individual learning was the complete mediate variable in the  relationship between ollective  learning, organizational level learning, interorganizational learning, feedforward learning and employee's satisfaction.
   Individual  learning also completely mediated the relationship between organizational level learning and emotional commitment; but individual learning partially mediated the relationship between interorganizational learning, feedback learning, feedforward learning and emotional commitment, which they can directly had significantly positive effectiveness on employee's emotional commitment.
    Individual learning had significantly negative effectiveness on turnout intention.
   Organizational learning had no significant effectiveness on task performance.
    The relationship between employee's satisfaction, emotional commitment and turnout intention were stronger in companies that organizational level learning was high than in companies which organizational level learning was low. However, the relationship between employee's satisfaction, emotional commitment and turnout intention were stronger in companies that feedback learning was low than in companies which feedback learning was high.
    Fourth, in collective Ievel, organizational level learning and feedback learning significantly mediated the relationship between average employee's satisfaction, average  emotional commitment and organizational innovation capacity; and interorganizational learning was the significant mediate variable between average employee's satisfaction and organizational financial performance.