| dc.contributor | 幼教所 | |
| dc.creator (作者) | 徐聯恩;郭靜怡 | zh_TW |
| dc.creator (作者) | Hsu, Michael L. A.;Guo, Jing-Yi | |
| dc.date (日期) | 2013-03 | |
| dc.date.accessioned | 24-四月-2017 11:38:16 (UTC+8) | - |
| dc.date.available | 24-四月-2017 11:38:16 (UTC+8) | - |
| dc.date.issued (上傳時間) | 24-四月-2017 11:38:16 (UTC+8) | - |
| dc.identifier.uri (URI) | http://nccur.lib.nccu.edu.tw/handle/140.119/109142 | - |
| dc.description.abstract (摘要) | 隨著知識經濟時代的來臨，知識工作者不但要在工作中學習，也要透過學習創造價值，組織必須成為「教」與「學」並進的學習型組織。而因應環境變遷，創新學習成為組織學習的重要構面，發展創新導向的組織學習成了未來組織的重要能耐。本研究於民國98－100年間，對一家國家級研發法人進行組織增進創新活力之個案研究。首先蒐集個案背景資料，繼而進行高階主管、研發主管與同仁、外部專家及其業務往來者等18次訪談，並透過一線上討論平台（CCP），進行連續三天同仁討論活動。訪談稿全程錄音、紀錄。經由調查數據、訪談、討論活動記錄，本研究發現該機構的創新導向組織學習作法，有助於提升其組織創新活力，值得推薦為創新導向的組織學習標竿。本研究首先描繪個案作法，歸納其主要原則，繼而根據Garvin提出之有效組織學習五項要素（系統化解決問題、實驗、經驗中學習、外部典範學習、內部有效傳承），進行比較。本研究發現，個案作法除符合Garvin五項學習要素之外，並指出創新導向組織學習還有「創造力相關技能學習」及「打破組織障礙之學習」兩項有效要素。 | |
| dc.description.abstract (摘要) | In the era of knowledge economy, organizational members have to create value and knowledge from their daily work at the same time as knowledge workers, while the organization needs to be a learning organization. More than ever, learning organizations are better to be innovation-oriented in rapid changing environment nowadays. This study adopted the case method to explore the practices of a national research institute in enhancing its organizational innovation vitality. After familiarizing us with the institute`s background, we held eighteen interviews with the general manager, RD managers, RD employees, outside collaborators and industry experts respectively. A 3-day online discussion session open to all employees was held later through the Creative Concerto Platform (CCP). The interviews were taped, transcribed and confirmed. The contents of online discussions are analyzed by the CCP team. The paper described the innovation-oriented organizational learning practices of this institute, then compared them with Garvin`s five elements/principles of organizational learning, that is, systematic problem solving, experimentation, the use of demonstration projects, experiential learning, and learning from others on the outside. The practices of this innovation-oriented organizational learning not only met all the principles above, but also demonstrated two other elements/principles: creative related skills learning and organizational impediments overcoming. The results showed that the practices of the research institute adopted to enhance its organizational innovation vitality are also exemplary practices of innovation-oriented organizational learning. | |
| dc.format.extent | 672811 bytes | - |
| dc.format.mimetype | application/pdf | - |
| dc.relation (關聯) | 創業管理研究, 8(1), 1-22 | |
| dc.subject (關鍵詞) | 組織學習 ; 組織創新 ; 學習型組織 ; 標竿學習 | |
| dc.subject (關鍵詞) | organizational learning ; organizational innovation ; organizational learning ; learning organizations ; benchmarking | |
| dc.title (題名) | 創新導向組織學習之個案研究 | zh_TW |
| dc.title.alternative (其他題名) | Innovation-oriented Organizational Learning- A Case and Its Practices | |
| dc.type (資料類型) | article | |
